ABSTRACT There is growing recognition of the prevalence of “within school churn”, a phenomenon in which teachers remain within a school but are assigned a new grade level or course. In this study we examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program. We argue grade-level reassignment is akin to out-of-field science teaching for elementary teachers, as they encounter a new set of grade-specific standards, new subject matter topics, and new curricula. We observed that elementary teachers can be “re-noviced” when assigned to a new grade level, in that they may lack content knowledge and/or pedagogical content knowledge for teaching their new science topics. Nonetheless, we argue there are important similarities between experienced and reassigned teachers that merit consideration of their unique professional learning needs in comparison to novice teachers.

中文翻译：

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小学科学教师的再新手？年级重新分配和教师 PCK

摘要人们越来越认识到“校内流失”的普遍性，这是一种教师留在学校但被分配到新的年级或课程的现象。在这项研究中，我们研究了校内流失对 NSF 资助的科学 PD 计划中小学教师参与者的教学内容知识的影响。我们认为，年级水平重新分配类似于小学教师的野外科学教学，因为他们会遇到一套新的年级特定标准、新学科主题和新课程。我们观察到，小学教师在被分配到新的年级时可能会“重新学习”，因为他们可能缺乏用于教授新科学主题的内容知识和/或教学内容知识。尽管如此，