ANALYZING THE ROLE OF TEACHING PRACTICUM IN THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE AMONG PROSPECTIVE TEACHERS

Abstract

Pedagogical Content Knowledge (PCK) represents a critical dimension of teacher education, as it profoundly shapes instructional effectiveness and classroom practice. This study aimed to examine the application of PCK among prospective teachers during their teaching practicum. The population included students enrolled in B.Ed. (Hons.) programs at public universities in Lahore, Pakistan. Using a convenient sampling technique, a sample of 30 prospective teachers was selected. Data were collected through an open-ended observational checklist administered during classroom observations of teaching practicum sessions. The findings revealed that a considerable number of prospective teachers effectively demonstrated elements of PCK in their instructional practices. The study underscores the importance of integrating PCK-focused training within teacher education curricula to strengthen pedagogical competence and improve teaching and learning outcomes. Future research is recommended to compare the application of PCK among prospective teachers in public and private universities to identify institutional variations and best practices.