LAUSR

ABSTRACT Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and math (STEM), developing pedagogical content knowledge (PCK) in teachers early in their teacher education programs 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) PCK during student teaching. The pentagon model of PCK for teaching science served as the conceptual framework for this study, capturing the interactions among the components of PCK and other characteristics that each PST exhibited in each observation. Data from observations, interviews, the researcher’s field notes, edTPA materials, lesson plans, and other artifacts and documents were analyzed using three approaches: (1) coding with a priori codes, (2) PCK map approach, and (3) the constant comparative method. Three salient features emerged in regard to the influence of the CT on their MAT PST’s PCK: (1) regardless of the instructional types (i.e., co-teaching or PST lead teaching) the CTs did not greatly impact PSTs’ PCK; (2) the influence of the CT on PCK usually happened during the planning and reflection stages of instruction; and (3) negotiating power dynamics was a priority in the PSTs’ instructional decision making that hindered the development of PCK. Implications of this research suggest that PSTs should be given more autonomy during student teaching with a focus on reflection.