The divide between theory and practice is an enduring challenge commonly attributed to disconnection in teacher knowledge between ‘knowing what to do’ (planning) and ‘doing what you know’ (enacting in class). We re-visited this divide from the new perspective of pedagogical content knowledge with the purpose of examining the ways in which topic-specific pedagogical content knowledge (TSPCK), evident in a planning-to-teach setting, translates in a classroom setting. Furthermore, we aimed to identify the factors that influence the translation. We employed an intervention-based qualitative research design with a subset of three science pre-service teachers (PSTs) drawn from a cohort of 24 final year PSTs in a Chemistry methodology class. They were followed into schools for observation during a practicum. Data collected comprised lesson plans, two video-recorded lessons each and self-reflection reports. The lesson plans and the lesson recordings were mined for TSPCK episodes, while the reflection reports were analysed for possible influential factors. The identified TSPCK episodes from both the lesson plans and actual lessons were subjected to a qualitative, in-depth analysis, and the results were collated into TSPCK maps. The reflective reports were analysed through content analysis. Findings revealed a structural format change of the PSTs’ TSPCK across the planning–practice settings, while keeping the original lesson intentions intact. Factors influencing the observed TSPCK structural change included complex teacher reflections-for-action and reflections-on-action drawing on specific TSPCK components as well as on learner understanding. Implications for science teacher education are discussed.

中文翻译：

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桥接科学教育的理论-实践鸿沟：从教师教育到特定主题的PCK的视角

理论与实践之间的鸿沟是一个持久的挑战，通常归因于教师知识在“知道该怎么做”（计划）和“做你知道的事情”（在课堂上表演）之间的脱节。我们从教学内容知识的新视角重新审视了这种鸿沟，目的是研究在计划到教学环境中显而易见的主题特定的教学内容知识（TSPCK）在课堂环境中的翻译方式。此外，我们旨在确定影响翻译的因素。我们采用了基于干预的定性研究设计，从化学方法论课程的一组24名最后一年的PST中抽取了三名科学职前教师（PST）。在实习期间，他们被送进学校进行观察。收集的数据包括课程计划，每节课有两节录像和自我反思报告。为TSPCK情节挖掘课程计划和课程记录，同时分析反射报告中可能的影响因素。从课程计划和实际课程中识别出的TSPCK情节经过定性，深入分析，并将结果整理到TSPCK地图中。通过内容分析来分析反思报告。调查结果表明，在整个计划-实践环境中，PST的TSPCK的结构形式发生了变化，同时保持了原本的教学意图。影响观察到的TSPCK结构变化的因素包括特定的TSPCK组件以及对学习者理解的复杂的教师对行为的反思和对行动的反思。