Science pedagogical content knowledge development in an urban teacher residency.

In an urban teacher residency program, university faculty and mentor teachers collaborated to develop preservice science teachers’ pedagogical content knowledge. Key goals included teaching with “big ideas,” using robust assessments, and an inquiry approach. Integrating coursework with classroom practice in a “third space” and incorporating practitioner expertise were essential for coherent teacher preparation.

Citation
Larkin, D., Monteiro, A.K., Poole, S. (2015). Science pedagogical content knowledge development in an urban teacher residency. In M. Taylor & E. Klein, A year in the life of an urban teacher residency program: Using inquiry to re-invent math and science education. Rotterdam, The Netherlands: SensePublisher. pp. 197-218.