Coetzee, Corene2024-12-122024-12-122025-04-012024-08-01*A2025http://hdl.handle.net/2263/99904Dissertation (MEd)--University of Pretoria, 2024.This study investigated the PCK of novice teachers before and after their first teaching experience, teaching the topic of vertical projectile motion. The primary objective was to examine the impact of teaching experience on the development of PCK in novice teachers when addressing vertical projectile motion for the first time. The study assessed pPCK in three phases: (i) before teaching, (ii) during teaching, and (iii) after teaching. The analysis compared pPCK before and after teaching to assess potential improvements associated with teaching experience. Three novice Physical Sciences teachers were purposefully and conveniently selected as participants for teaching the topic for the first time. The data collection methods included Content Representations (CoRes) and interviews to capture pPCK, while enacted PCK (ePCK) was observed during lessons and supplemented by video-stimulated recall (VSR) interviews. The research framework drew from the Refined Consensus Model (RCM), specifically focusing on pPCK and ePCK. A rubric for analysing pre- and post-CoRes data were employed, as well as analysed data from the interviews. A second rubric was used to analyse the data from lesson observations, field notes, and recordings. Specifically, the study emphasised three components of topic-specific PCK: a) Knowledge and skills related to curricular salience, b) Knowledge and skills related to conceptual teaching strategies, and c) Knowledge and skills related to learners' understanding of science, asserting that these components inherently encompassed the others within the teaching strategy. The results indicated that first-time teaching experience contributed to the development of teachers’ PCK in most PCK components. Importantly, no instances were found where teachers' pPCK declined after teaching the topic for the first time. Results also indicated variations in teachers' competencies across components of PCK, reflected in both captured and revealed pPCK.en-US© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDSustainable Development Goals (SDGs)Pedagogical Content KnowledgeNovice teachersTeaching experienceVertical projectile motionDissertationu29296294https://doi.org/10.25403/UPresearchdata.27324582