This paper reports on topic-specific pedagogical content knowledge (PCK) enacted by three pre-service science teachers during their final year school-based internship. An interpretive, qualitative case study was conducted to investigate to what extent the pre-service teachers applied the knowledge taught during a preceding physical science method course, when teaching electromagnetism for the first time. The study is rooted in the revised consensus model of PCK with focus on the enacted PCK (ePCK) of pre-service teachers. Five topic-specific PCK components informed the design of an ePCK rubric used to assess the extent to which the pre-service teachers’ PCK manifested in their practice. Data were captured by written content representations (CoRes), lesson observations and interviews. The rubric, together with further qualitative analysis, was used to determine how the pre-service teachers translated the knowledge taught during training into practice. Findings indicate that the participating pre-service teachers enacted certain components of the taught PCK and reasoned pedagogically about their teaching, though not at the same level for all main ideas in the topic. After teaching the topic, the pre-service teachers indicated that they would like to improve their sequencing of key concepts. It was concluded that the teaching experience contributed to a better understanding of conceptual teaching strategies. The findings of the study may inform PCK development in teacher education.

本文报道了三位职前科学教师在他们最后一年的校本实习期间制定的特定主题的教学内容知识 (PCK)。进行了解释性的定性案例研究，以调查职前教师在第一次教授电磁学时在多大程度上应用了之前物理科学方法课程中教授的知识。该研究植根于修订后的 PCK 共识模型，重点关注职前教师制定的 PCK (ePCK)。五个特定主题的 PCK 组件为 ePCK 量规的设计提供了信息，该量规用于评估职前教师的 PCK 在其实践中的表现程度。数据是通过书面内容表示 (CoRes)、课程观察和访谈获取的。量规，连同进一步的定性分析，用于确定职前教师如何将培训期间教授的知识转化为实践。调查结果表明，参与的职前教师制定了所教授的 PCK 的某些组成部分，并对他们的教学进行了教学推理，尽管该主题中的所有主要思想都不尽相同。在教授该主题后，职前教师表示他们希望改进关键概念的顺序。得出的结论是，教学经验有助于更好地理解概念教学策略。该研究的结果可能会为教师教育中 PCK 的发展提供信息。调查结果表明，参与的职前教师制定了所教授的 PCK 的某些组成部分，并对他们的教学进行了教学推理，尽管该主题中的所有主要思想都不尽相同。在教授该主题后，职前教师表示他们希望改进关键概念的顺序。得出的结论是，教学经验有助于更好地理解概念教学策略。该研究的结果可能会为教师教育中 PCK 的发展提供信息。调查结果表明，参与的职前教师制定了所教授的 PCK 的某些组成部分，并对他们的教学进行了教学推理，尽管该主题中的所有主要思想都不尽相同。在教授该主题后，职前教师表示他们希望改进关键概念的顺序。得出的结论是，教学经验有助于更好地理解概念教学策略。该研究的结果可能会为教师教育中 PCK 的发展提供信息。得出的结论是，教学经验有助于更好地理解概念教学策略。该研究的结果可能会为教师教育中 PCK 的发展提供信息。得出的结论是，教学经验有助于更好地理解概念教学策略。该研究的结果可能会为教师教育中 PCK 的发展提供信息。