Abstract:
The adoption of Emergency
Remote Teaching (ERT) during the
COVID-19 Pandemic brought a shift in
how lecturers teach in higher education,
posing a threat to the usual development
of competencies in students. This study
aimed to uncover the knowledge and
skills backlogs experienced by pre-service
teachers. The study is framed within
various concepts that characterize an
ideal science teacher. Using a qualitative
case-study design, data were collected
through interviews with nine pre-service
teachers who were subjected to the ERT.
Transcripts of the interviews were analyzed
thematically using the established
framework as a lens. The findings indicate
that while the science pre-service teachers
acquired some technological knowledge,
there was a concurrent loss of sufficient
content knowledge, a crucial prerequisite for the development of Pedagogical
Content Knowledge (PCK). Additionally, the
pre-service science teachers highlighted a
lack of knowledge in practical work and the
specific pedagogies essential for teaching
science. The implications of these findings
are discussed in the context of moving
forward.
