Developing pre-service science teachers’ pedagogical content knowledge through action research

Abstract

The aim of this study is to how pre-service teachers developed their PCK with the assistance of the supervisor during teaching practice. This study employs an action research methodology examining what aspects of the supervisory skills that help promote pre service teachers' PCK and the effect of the action plan on their development of PCK. Three science pre-service teachers were observed and interviewed after each of their teaching sessions. Their reflective journals were analysed for the content and depth of reflectivity in the process of constructing their PCK. Through guided supervision and tools of reflection, the pre-service teachers were able to develop PCK based on educational theories and knowledge rather than drawing on their prior experience as students themselves.