The Impact of Cooperating Teachers on Their Master of Arts in Teaching Preservice Science Teachers' Pedagogical Content Knowledge

• In Event: Mentoring Matters: Learning From Practices and Perspectives

Abstract

Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and mathematics (STEM), developing pedagogical content knowledge (PCK) in teachers can be critical for their becoming effective in the classroom. Employing a multiple-case study design, this study examined the influence of cooperating teachers (CTs) on their Master of Arts in Teaching (MAT) preservice science teachers (PSTs), who were observed a total of nine days during their student teaching semester. Three salient features emerged in regard to the influence of the CT on their MAT PST’s PCK. Discussion centers on how these features are related to current science education research and implications for future research, teacher education programs, and CTs.

Authors

• Kayla Norville, Edgecombe Community College

• Soonhye Park, North Carolina State University