Challenges and Innovations in Developing PCK Among Pre-Service Teachers

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Author(s): Xuan-Hoa Nghiem Nghiem (Vietnam National University, Vietnam), Dhanashree Tharkude (Dr. Vishwanath Karad MIT World Peace University, India), Neeti Goyal (University of Petroleum and Energy Studies, Dehradun, India), Ajay Chandel (Lovely Professional University, India)and Shashank Mittal (O.P. JIndal Global University, India)
Copyright: 2025
Pages: 28
Source title: Current Trends and Best Practices of Pedagogical Content Knowledge (PCK)
Source Author(s)/Editor(s): Nazli Ruya Taskin Bedizel (Balikesir University, Turkey)
DOI: 10.4018/979-8-3693-0655-0.ch011

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter explores the development of Pedagogical Content Knowledge (PCK) among pre-service teachers, highlighting the challenges and innovations that shape their growth. Through detailed case studies, including the integration of technology, differentiated instruction, and culturally responsive teaching, the chapter examines effective strategies and the role of mentorship in enhancing PCK. It identifies common themes such as the importance of adapting teaching methods to diverse learner needs and the impact of reflective practice. Future directions emphasize the need for incorporating advanced technologies, data-driven instruction, and social-emotional learning into PCK frameworks. The chapter concludes by underscoring the significance of ongoing innovation and support in teacher preparation to improve educational outcomes.

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Challenges and Innovations in Developing PCK Among Pre-Service Teachers

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