Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre‐ and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action‐related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action‐related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory‐practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.

中文翻译：

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专业知识会影响与动作相关的技能：职前物理老师在现场体验中讲解技能的发展

专业知识是理科教师在课堂上行动的重要来源（例如，个人专业内容知识[教学内容知识，PCK]是针对PCK的完善共识模型[RCM]中已制定的PCK的来源）。但是，这种说法的证据充其量是模棱两可的。这项研究采用了交叉滞后的面板设计，以研究一种特殊的教学情况下的专业知识与行动之间的关系：解释物理学。在实地经验前后（一个学期），对来自四所不同大学的47名职前物理老师进行了内容知识（CK），PCK，教学知识（PK）和与动作相关的解释物理技能的测试。研究表明，联合专业知识（CK，PCK，β = 0.38 **）。我们将其解释为专业知识与理科教师的行动相关技能（已制定的PCK）之间的特殊关系：专业知识对于发展解释技能必不可少。这证明个人PCK会影响已制定的PCK。另外，现场经验通常被认为可以通过将专业知识转化为教学实践来弥合理论与实践之间的鸿沟。我们的结果表明，要使现场体验有效，职前教师应从深厚的专业知识开始。