Abstract

The development of Pedagogical Content Knowledge (PCK) is a cornerstone of physics teacher training, although the mechanisms underlying its construction in preservice practice are poorly understood. This article presents a qualitative case study that analyses a preservice teacher’s PCK development process when managing their students’ persistent “intuitive physics.” Using the Refined Consensus Model (RCM), it examines how a critical classroom incident triggers a learning cycle. Findings reveal that professional development was catalysed by the “disruption” of the teaching plan, not its successful implementation. The “surprise” at the deviation between teaching and actual learning prompted deep reflection. This process was mediated by an ecology of practice where institutional “amplifiers,” such as structured reflection assignments, were crucial for the teacher to transform the “filters” of practice into learning opportunities. It is concluded that teacher training must equip future teachers with reflective scaffolding tools to learn from the uncertainty inherent in teaching physics.

Keywords

Pedagogical Content Knowledge; Initial Teacher Training; Physics Teaching; Teacher Reflection; Refined Consensus Model