2022 Volume 63 Issue 2 Pages 245-254
Although pedagogical content knowledge (PCK) is a complex construct, this study aims to elucidate the analysis of science teachers and science education researchers of student evaluations of trial science lessons conducted by pre-service teachers by examining the PCK of teachers and researchers. This study investigates differences in PCK based on the analysis of science teachers and science education researchers of student evaluations of lessons conducted by pre-service science teachers. The study identified four points on the basis of the results. First, science teachers and science education researchers analyzed the same set of student evaluations of the same trial lessons differently. Second, science teachers employ different classifications of knowledge areas in students’ evaluation of different trial lessons. Third, science education researchers displayed consistency to a certain extent with regard to the classification of knowledge areas in most of them. Fourth, the difference in their interpretation of the student evaluation of teachers is influenced by the belief and experience of each teacher.
