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has been cited by the following article:

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

  AUTHORS: Huiyun Gao, Xiaoli Wang

  KEYWORDS: PCK, Physics Pre-Service Teachers, Teaching Competence, Applied Undergraduate Institutions, Teacher Education

  JOURNAL NAME: Creative Education, Vol.16 No.6, June 24, 2025

  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.