Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first final-year pre-service science in-service physics to describe the needed be a good science/physics teacher. Data was collected through one-item questionnaire, followed interviews. Using thematic coding with inductively defined codes as well derived from theoretical perspectives on (notably Refined Consensus Model of PCK), we found that all respondent groups emphasised content important. In-service also often described external factors such working conditions. First-year put more emphasis pedagogical personality traits, whereas expressed integrated view skills. Further, discuss need for education focus integrating articulating aspects PCK, giving pre- arenas development research-based discussions teaching learning.