From conceptual foundations to enacted PCK: a mixed-methods study with primary teachers teaching the human body

Pedagogical Content Knowledge (PCK) represents a core component of teachers’ professional knowledge and one of the strongest predictors of effective science instruction. This study examines how teachers’ Conceptual Knowledge (CK) relates to both their personal and enacted PCK among 13 in-service primary school teachers teaching the human body. An explanatory sequential mixed-methods design was employed, combining a CK test, an analytic PCK rubric, and pre- and post-lesson interviews supported by classroom video recordings. Results revealed a low correlation between CK and PCK, suggesting that they are distinct yet interrelated constructs. However, a functional conceptual threshold was identified, beyond which teachers were able to enact more coherent and scientifically grounded PCK. The qualitative analysis uncovered different patterns of CK–PCK articulation, ranging from routine-based strategies to reflective practices aimed at promoting students’ conceptual understanding. These findings reinforce that PCK develops not only through disciplinary mastery but also through sustained reflection and engagement in authentic teaching contexts. Implications are discussed for both preservice and in-service teacher education, highlighting the importance of integrating content learning with didactic analysis experiences that support the development and enactment of PCK across scientific topics and classroom situations.