Development of enacted pedagogical content knowledge (ePCK) among pre-service chemistry teachers: the role of peer coaching enriched with content representation (CoRe) and teaching practice

Abstract

This study investigated the development of enacted pedagogical content knowledge (ePCK) among pre-service teachers through teaching practice course, focusing on the influence of different factors on that development. The methodology involved semi-structured interviews, teaching observations, the use of CoRe representations, and peer coaching implementation and reflections to capture participants' perspectives and track changes in their ePCK over time. The findings highlighted an uneven development of PCK components among participants, indicating that while certain aspects like knowledge of instructional strategies improved, knowledge related to assessment showed limited progress. Furthermore, this research pointed out challenges in developing the components, such as assessment knowledge, compared to instructional strategies and learner understanding. The stability of science teaching orientation was noted for some participants, underscoring the persistence of core beliefs in chemistry instruction throughout the course. Additionally, various factors such as the use of CoRes, teaching experience and observation of peers’ instruction were effective in enhancing pre-service teachers’ PCK development. Moreover, peer coaching was found to be potentially a factor affecting PCK development of participants. Findings were discussed in terms of development of PCK components and factors influencing PCK components including the effect of peer coaching.