Prospective Elementary School Teachers’ Science PCK: An Analysis of Perceptions and Implicit Knowledge

Abstract

PCK is crucial for prospective elementary school teachers to deliver effective science instruction. However, research on how they understand and implement PCK, especially in developing countries, remains limited. This qualitative study explored prospective teachers' perceptions and implementation of key PCK components in science instruction through in-depth interviews and narrative frameworks, followed by thematic analysis. The results showed a fairly comprehensive understanding of five core PCK elements: pedagogical orientation, student characteristics, curriculum content, instructional strategies, and assessment methods. Participants demonstrated awareness of inquiry-based and student-centered approaches, the need to diagnose students’ prior knowledge, and the use of diverse instructional and assessment strategies. However, practice remained dominated by teacher-centered methods with limited hands-on science activities. Internal and external barriers hindered effective PCK implementation. This study highlights the need for holistic PCK development integrating content mastery, pedagogical skills, student understanding, and authentic assessment. Teacher education programs are encouraged to strengthen contextual teaching experiences through microteaching, inquiry-based field practice, and reflective supervision. Longitudinal research is recommended to track PCK development from university training to early teaching careers, as well as involving prospective teachers from non-science backgrounds to identify gaps in content knowledge and pedagogical approaches.