Atika Dwi Evitasari, Insih Wilujeng, Entoh Tohani, Anita Dewi Astuti, Merti Triyanti, Faridl Musyadad
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. Copyright © 2025 by Author/s and Licensed by Lectito Publications, Netherlands. This is an open access article distributed under the Creative Commons
Doctoral Program in Elementary Education, Universitas Negeri Yogyakarta, Indonesia; Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia; Faculty of Education, Universitas Negeri Yogyakarta, Indonesia; Doctoral Program in Guidance and Counseling Education, Universitas Negeri Semarang, Indonesia; Doctoral Study Program in Mathematics and Natural Sciences Education, Universitas Jambi, Indonesia; Faculty of Education, IKIP PGRI, Wates, Indonesia
