Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding. Aim: This study, therefore, examines the ways in which pedagogic content knowledge is developed within experiences that relate to initial teacher education programmes. Pedagogic content knowledge is a concept describing a form of knowledge related to transmitting subject matter knowledge to learners. Setting: A qualitative study was conducted with a cohort of participants in the final year of a bachelor’s degree programme. Methods: Data generation ensued from focus group discussions, complemented by questionnaire data. The study analysed data categorised according to themes. Results: Findings demonstrate that the participants found their initial teacher education programme to have had positive and negative influences with regard to the development of pedagogic content knowledge. Administrative duties, adapting to school contexts, relationships with people of influence (such as lecturers during initial teacher education and mentor teachers), teaching practice (which had the most profound influence on classroom practice) and professional knowledge and skills as taught during initial teacher education were all factors that had an impact on participants’ experiences in developing their pedagogic content knowledge. Conclusion: This paper argues for the need to rethink the structure of initial teacher education programmes in order to better facilitate the development of pedagogic content knowledge.

中文翻译：

---

学生教师对学士课程的看法

背景：人们普遍认为学校的质量取决于教师的素质。了解在学习教学时会发生什么是获得教师素质感的重要追求。教师的初步发展是激发这种理解的关键点。目的：因此，本研究探讨了在与初始教师教育计划有关的经验中发展教学内容知识的方式。教育内容知识是一个概念，它描述与将主题知识传输给学习者有关的一种知识形式。背景：在学士学位课程的最后一年，对一批参与者进行了定性研究。方法：随后通过焦点小组讨论生成数据，并辅以问卷调查数据。该研究分析了按主题分类的数据。结果：结果表明，参与者发现他们的初始教师教育计划对教学内容知识的发展产生了积极和消极的影响。行政职责，适应学校环境，与有影响力的人的关系（例如在初等教师教育期间的讲师和导师），教学实践（对课堂实践的影响最大）和初等教师教育期间教授的专业知识和技能所有这些因素都会影响参与者发展其教学内容知识的体验。结论：