Exploring Learning Progressions of New Science Teachers Within a Pedagogical Content Knowledge Framework

• In Event: Supporting Science in Teaching and Learning Contexts

Abstract

Understanding new teachers’ knowledge and learning needs is essential for creating support that promotes knowledge growth. This study examined first, second, and third-year science teachers across a school year. We analyzed their pedagogical content knowledge (PCK) to determine how their learning progressed over time. The findings of this study describe a trajectory of learning for new science teachers. The descriptions of the nature of teachers’ PCK and the aspects of PCK teachers pay attention to and find challenging shed light on the support necessary to promote continued teacher learning, and address the complexity of support programs designed for new science teachers.

Authors

• Kelsy M Krise, University of Toledo

• Rebecca M. Schneider, University of Toledo