This study examined pre-service science teachers' pedagogical content knowledge (PCK) about seasons. The framework of this study was based on the Refined Consensus Model (RCM), and pre-service teachers' topic-specific PCK was also discussed in two dimensions: personal PCK (pPCK) and enacted PCK (ePCK), which are included in this model. The pPCK of…

This explanatory sequential mixed-method study aims to investigate science teachers' technological pedagogical content knowledge (TPACK) competencies and determines their TPACK indicators based on the TPACK-Deep framework. The participants were 136 science teachers (85 females and 51 males) from a small city where 232 science teachers work. Three…

"Purpose": This study aimed to develop a valid and reliable hiking and camping common content knowledge test for Turkish preservice physical education teachers. "Method": Participants were 305 physical education students who had previously completed hiking and camping content course in Physical Education Teacher Education. The…

The purpose of this study was to examine the relationships between instructors' common content knowledge, knowledge of instructional tasks, and knowledge of student errors and preservice teachers' common content knowledge and knowledge of instructional tasks in gymnastics, soccer, and volleyball. Participants were 23 university instructors and 819…

This study aims to develop a valid and reliable scale to determine pre-service teachers' STEM-Pedagogical Content Knowledge (STEM-PCK) levels. This study was conducted in the 2018-2019 academic year with 322 pre-service teachers in Turkey. In the study, one of the mixed method typologies, Exploratory Sequential Design, was applied. The scale was…

Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which…

This study investigated in what ways and to what extent the interactions between the components of pedagogical content knowledge (PCK) differ for junior high school science teachers with different levels of content knowledge. Data were collected from three science teachers through semi-structured interviews and classroom observations. The…

The aim of the study was to understand preservice mathematics teachers' improvement of their knowledge of mathematical modeling and knowledge for teaching modeling postintervention. A total of 57 preservice mathematics teachers voluntarily participated in the study, which lasted for a period of five weeks. Data sources included three separate…

The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs' reasons for the level of data richness in their LPs on PCK. PSTs' handwritten LPs were…

In this study based on mixed-methods design, we aimed to examine to what extent the participants underwent pedagogical transformation and developed topic-specific pedagogical content knowledge (PCK) for planning to teach acid-base equilibrium. Training for the acquisition of pedagogical transformation competence to develop topic-specific PCK was…

The purpose of this study was to improve the pedagogical content knowledge (PCK) of pre-service chemistry teachers using a school experience course enriched with PCK development tools such as CoRe as a lesson planning form, observations of mentor teachers' teaching by using an observation form prepared based on PCK components, discussion sessions…

This research aims to investigate the pedagogical content knowledge (PCK) of prospective mathematics teachers on the subject of limits, based on the two components of PCK: the knowledge of student understanding and the knowledge of instructional strategies. The research sample comprises 33 fourth-year prospective Mathematics teachers (known…

This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66…

This study aimed to capture the development of interaction among the components of pre-service chemistry teachers' enacted PCK throughout the school experience course. Data were collected from four pre-service teachers using content representation (CoRe), observations, field notes, and semi-structured interviews. Secondary analysis was conducted…

Science, technology, engineering, and mathematics (STEM) is a transdisciplinary approach. It aims to bring 21st-century skills to students. It is important whether teachers, who have an important place in the development of students, have knowledge that will affect students' STEM teaching. This study aims to examine the basic knowledge level of…