Enhancing Teaching Competence of Physics Pre-Service Teachers in Applied Undergraduate Institutions: Reflections and Exploration from a PCK Perspective

Abstract

This study employs the Pedagogical Content Knowledge (PCK) theoretical framework to address the enhancement of teaching competence among physics pre-service teachers in applied undergraduate institutions. Through literature reviews, case analyses, and questionnaire surveys, it identifies major challenges faced by physics pre-service teachers in transforming disciplinary know-ledge into teaching content and analyzing student learning needs. Corresponding strategies are proposed. The PCK theory emphasizes the organic integration of disciplinary knowledge and pedagogical knowledge, offering a systematic framework for the professionalization of pre-service teachers. This study further suggests strategies such as establishing a systematic training system, strengthening PCK development, enhancing practical teaching skills, improving evaluation mechanisms, and fostering school-local cooperation and resource sharing. These strategies aim to provide practical references for cultivating the teaching competence of physics pre-service teachers in applied institutions based on PCK theory.