Profiling the Initial Pedagogical Content Knowledge of Preservice Biology Teachers Dita Astriningrum, Mimin Nurjhani Kusumastuti, Eni Nuraeni
Universitas Pendidikan Indonesia
Abstract
This study aims to unveil the Pedagogical Content Knowledge (PCK) profile of first-year preservice biology teachers (PBT). The initial years of teacher education are recognized as a critical period for the foundational development of PCK. As PBT transition from being learners of biology to becoming facilitators of biological understanding, their existing content knowledge interacts with newly acquired pedagogical theories and practical experiences. This research method used a quantitative descriptive approach to explore and profile the PCK of PBT. A total of 76 PBT were selected by purposive sampling from the population of first-year students in the biology education study program in the class of 2024/2025. The results of the study showed that 64% of PBT in the first year had not reached the ability of PCK. Knowledge of students^ understanding indicates a better dissemination of skills than knowledge of instructional strategies. This study concluded that PBT tends to be more proficient in understanding the way students think because the initial focus of lectures is on children^s cognitive development and learning response analysis. However, their skills in teaching strategies may lag behind due to a lack of practice and hands-on experience in applying various methods. This research contributes to informs biology education curriculum development rooted in integrating students^ theory of understanding with teaching simulations and concrete case studies from an early stage.
