A proficiency model for <scp>pre‐service</scp> physics teachers' pedagogical content knowledge (<scp>PCK</scp>)—What constitutes <scp>high‐level PCK</scp>?

Abstract This study identifies proficiency levels in pre‐service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher plays a fundamental role supporting PCK development. Proficiency are powerful source when evaluating this development because they characterize what learners likely to be able know on specific level. Previous research has presented model of PCK; however, evidence for the model's validity is still lacking. According Refined Consensus Model PCK, factors such as (CK), their teaching experience, beliefs about learning science Thus, understanding CK, contribute bring insights To address issue, N = 427 observations teachers were analyzed. Utilizing scale anchoring procedure, four different identified. Analyzing these showed that lower characterized remembering content‐unspecific knowledge, whereas encompass content‐specific strategies structure elaborate lessons. Additionally, logistic regression models revealed CK crucial an increase However, additionally require experience adequate learning. our used supported during education. For example, should provide courses focusing curriculum assessment student progression PCK.