Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences

Professional knowledge for science teaching develops over time and interplays with professional experiences in field. In the present study, we explore student teachers’ reflective conversation upon teaching experiences, with pedagogical content knowledge, PCK, as an analytical lens. The empirical data is based on nine meetings, with groups of 3–6 student teachers with an academic degree, at three different periods during their one-year...