Pedagogical content knowledge and preparation of high school physics teachers

Article English OPEN
Eugenia Etkina (2010)
  • Publisher: American Physical Society
  • Journal: Physical Review Special Topics. Physics Education Research (issn: 1554-9178)
  • Related identifiers: doi: 10.1103/PhysRevSTPER.6.020110
  • Subject: Special aspects of education | LC8-6691
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.
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