Integrating Pedagogical Content Knowledge in Teaching Practicum: Insights from Prospective Teachers
Keywords:
Prospective teachers, knowledge of teaching methods, practical teaching experiencesAbstract
Pedagogical Content Knowledge (PCK) is a core component of effective teaching and a key outcome of teacher education programs. This study examines the integration of PCK by prospective teachers during their teaching practicum. The research was conducted with B.Ed. (Hons.) students enrolled in selected universities in Lahore, Pakistan. Using a purposive sampling technique, data were collected from 330 prospective teachers through a structured questionnaire based on a five-point Likert scale. Participants were in their third to final semesters and were engaged in teaching internships. Descriptive statistical methods were employed for data analysis. The findings indicate that prospective teachers demonstrated a satisfactory level of PCK integration in instructional planning, content delivery, and classroom practices during the practicum. Additionally, the results show no significant gender-based differences in the application of PCK. The study highlights the role of teaching practicum in fostering the effective integration of pedagogical and content knowledge and provides empirical insights for strengthening practicum-based teacher education programs.
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