Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies

In the current study, we address calls for research on complex nature of integrations pedagogical content knowledge (PCK) components. This is a multiple case study six middle-school pre-service teachers (PSTs) as they taught science in their school practicum. We investigated PSTs’ integration between students’ understanding (KSU) and instructional strategies (KIS), sources these integrations. The primary data were two video stimulated recall interviews during which each PST viewed recordings instruction, shared reflections teaching. Results represented PCK maps. PSTs frequently demonstrated KSU KIS, often developing topic-specific strategies. Instructional served variety goals response to needs. referred specialized courses, peer PSTs, learning experiences, mentor that contributed Implications teacher education are included.