From classroom teacher to teacher educator: Generating PCK through action research

Abstract

This paper speculates how a model for the pedagogical content knowledge (PCK) development of novice science teacher educators in a science education doctoral programme could have wider application to future teacher educators in science (and other subject domains) who enter tertiary teaching via different pathways. When the model is aligned with other pathways, contextual differences make the need for adaptation and modification of the model inevitable and desirable. In
light of her own teaching and research experiences, a science teacher educator offers suggestions for adapting and applying the model in nondoctoral programme learning pathways for early career teacher educators.