Abstract This article aims to study the development of pre-service teachers' PCK before and after the chemistry teaching theory course. The data mainly comes from the teaching design and interviews of pre-service teachers, using PCK Map as analysis tools. The study found that after the course teaching, the number of recognizable PCK episodes actively displayed by the pre-service teachers in the instructional design has increased significantly.In addition, all the elements of the PCK of the pre-service teachers have been effectively developed, but the development is not balanced. The development of knowledge of instructional strategies for teaching science is the most well. The development of knowledge of science curriculum and knowledge of student's understanding in science is not perfect, and the development of orientation to teaching science and knowledge of assessment of science learning is relatively weak. In addition, the relationship between the PCK elements of normal students is basically established, but the stability and strength of the relationship are somewhat different.
XIE Liang, JIANG Yan-Xia. Development Research of PCK for Pre-Service Chemistry Teachers Based on Chemistry Teaching Theory Course[J]. Chinese Journal of Chemical Education, 2021, 42(6): 75-82.
