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RESEARCH PAPER
Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies
1
PhD student, Department of Education, UiT The Arctic University of Norway, Tromsø, NORWAY
2
Professor, Department of Learning, Teaching & Curriculum, University of Missouri, Columbia, MO, USA
Publication date: 2021-04-27
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1965
KEYWORDS
instructional strategiesknowledge of studentspedagogical content knowledgepre-service teachersscience educationteacher education
ABSTRACT
In the current study, we address calls for research on the complex nature of integrations of
pedagogical content knowledge (PCK) components. This is a multiple case study of six middle-school pre-service teachers (PSTs) as they taught science in their school practicum. We
investigated the nature of PSTs’ integration between knowledge of students’ understanding (KSU)
and instructional strategies (KIS), and their sources of these integrations. The primary data sources
were two video stimulated recall interviews during which each PST viewed video recordings of
their instruction, and shared reflections on their teaching. Results were represented as PCK maps.
The PSTs frequently demonstrated integration of KSU and KIS, often developing topic-specific
strategies. Instructional strategies served a variety of goals in response to students’ needs. PSTs
referred to specialized science content courses, peer PSTs, learning experiences, and mentor
teachers as sources that contributed to the integrations. Implications for research and teacher
education are included.
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