Abstract
While the development of pedagogical content knowledge (PCK) is considered to be a goal of teacher education, teaching about the concept itself is an unusual practice. In this case study, we explore the outcomes when a teacher educator explicitly introduces student‐teachers to ideas about PCK through the use of a CoRes and PaP‐eRs conceptualisation. The case study explores how, through this purposeful use of PCK in a pre‐service science teacher programme, student‐teachers’ thinking about their teaching and about their development as science teachers is shaped.
Notes
1. CoRes and PaP‐eRs have been developed from extensive research with experienced science teachers.