%0 Journal Article
%T Enhancing Teaching Competence of Physics Pre-Service Teachers in Applied Undergraduate Institutions: Reflections and Exploration from a PCK Perspective
%A Huiyun Gao
%A Xiaoli Wang
%J Creative Education
%P 832-843
%@ 2151-4771
%D 2025
%I Scientific Research Publishing
%R 10.4236/ce.2025.166051
%X 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.
%K PCK
%K Physics Pre-Service Teachers
%K Teaching Competence
%K Applied Undergraduate Institutions
%K Teacher Education
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=143469