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Exploring Beginning Teachers’ Content Knowledge

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Newly Hired Teachers of Science

Abstract

An ongoing concern of policy makers has been the content knowledge of teachers. With the passage of the No Child Left Behind Act in 2001, secondary teachers were mandated to adequately demonstrate their competence in a particular subject area. More recently, the America Competes Act (2007) emphasized the importance of strong content knowledge among elementary and secondary teachers of science.

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Author information

Authors and Affiliations

  1. College of Education/Center for Science and the Schools, The Pennsylvania State University, US

    Kathleen M. Hill

  2. College of Education, Department of Mathematics and Science Education, University of Georgia, US

    Julie A. Luft

Authors
  1. Kathleen M. Hill
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  2. Julie A. Luft
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Editor information

Editors and Affiliations

  1. University of Georgia, USA

    Julie A. Luft

  2. Valparaiso University, USA

    Shannon L. Dubois

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© 2015 Sense Publishers

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Hill, K.M., Luft, J.A. (2015). Exploring Beginning Teachers’ Content Knowledge. In: Luft, J.A., Dubois, S.L. (eds) Newly Hired Teachers of Science. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-283-7_4

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