UNPACKING PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING PRACTICUM: PERSPECTIVES FROM PROSPECTIVE TEACHERS

Abstract

Pedagogical Content Knowledge (PCK) is an essential component of teacher education, as it significantly impacts their teaching practice. The present study aimed to investigate the application of PCK among prospective teachers during their teaching practicum. The study population comprised all students enrolled in B.Ed. Hons. programs at public universities in Lahore, Pakistan. A convenient sampling technique was used to select a sample of 30 prospective teachers for the study. Data was collected through an open-ended observational checklist used to observe the prospective teachers during their teaching practicum. The results of the study revealed that a significant proportion of the prospective teachers applied PCK in their teaching practice. Future research may compare the application of PCK between prospective teachers from public and private universities to identify any potential differences. These findings highlight the importance of incorporating PCK in teacher education programs to enhance the quality of teaching and learning in schools.