This study examined the relationship between preservice teachers' Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty‐six preservice science teachers' PCK levels were determined by analyzing their edTPA portfolios, including videos and written commentaries, with the PCK mapping approach, an enumerative analytical method capable of quantifying and visualizing the integration of PCK components. Data analysis indicates there was a significant positive correlation between participants' edTPA scores and their PCK levels (r_s[36] = 0.949, p < 0.0001). Through further analysis, this study also identified several key features of preservice teachers' PCK revealed in their edTPA portfolios: (1) preservice science teachers' Knowledge of Student's Understanding (KSU) and Knowledge of Instructional Strategies and Representations (KISR) were the most developed components of PCK; (2) accounting for over 50% of all connections between PCK components, KSU, KISR, and Knowledge of Assessments were among the most frequently integrated components of PCK; (3) Knowledge of Science Curriculum was the least frequently integrated, and therefore the weakest, component of preservice teachers' PCK; and (4) inquiry was the most frequently mentioned, and typically the only Orientation toward Teaching Science found in participants' edTPA materials. This study contributes to the growing body of scholarship on the characteristics of preservice science teachers' PCK and becomes one of only a handful of empirical studies that examine the edTPA's diagnostic abilities. Finally, potential implications regarding the edTPA in science teacher education, as well as directions for future research surrounding preservice science teacher PCK and PCK development, are discussed.

中文翻译：

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审查教育教师绩效评估与职前教师教学内容知识之间的关系

这项研究检查了职前教师的教育教师绩效评估（edTPA）分数，美国实施最广泛的职前教师绩效评估与他们的edTPA投资组合中反映的教学内容知识（PCK）水平之间的关系。PCK是教师专业知识的一种特殊形式，被广泛认为是提高教师素质的重要条件。通过使用PCK映射方法（一种能够量化和可视化PCK组件集成的枚举分析方法）分析其edTPA组合（包括视频和书面评论）来确定36名职前科学教师的PCK水平。数据分析表明，参与者的edTPA得分与他们的PCK水平之间存在显着的正相关性（r _s [36] = 0.949，p <0.0001）。通过进一步的分析，本研究还确定了edTPA组合中揭示的职前教师PCK的几个关键特征：（1）职前科学教师的学生理解知识（KSU）和教学策略与表征知识（KISR）是最发达的PCK的组件；（2）占PCK组件，KSU，KISR和评估知识之间的所有连接的50％以上是PCK集成最频繁的组件；（3）理科课程知识是职前教师PCK整合最少，因此也是最薄弱的组成部分；（4）在参与者的edTPA材料中，探究是最常被提及的，并且通常是唯一的教学科学方向。这项研究促进了关于职前科学教师PCK特征的学术研究的发展，并成为少数检验edTPA诊断能力的实证研究之一。最后，讨论了关于edTPA在理科教师教育中的潜在影响，以及围绕职前理科教师PCK和PCK开发的未来研究方向。