Comparative study of pedagogical content knowledge in primary and secondary education teachers: contributions to teacher education

The article presents a comparative study on the Pedagogical Content Knowledge (PCK) of two natural science teachers, one from primary education and the other from secondary education, in Cali, Valle del Cauca. The main objective is to document the common and differentiating characteristics of these teachers' PCK. A qualitative research perspective was adopted with a case study approach. Interviews and classroom observations were conducted using instruments such as ReCo, PaP-eRs, as well as text, audio, and video recordings to collect detailed data. The results reveal that both teachers share a constructivist pedagogical orientation, although each applies it from different approaches. This difference in approaches influences their teaching strategies, knowledge of the curriculum, assessment strategies, and continuous reflective practice. The findings highlight the importance of teacher training both in the initial and continuous stages, emphasizing the need to create varied and contextualized learning environments. The study concludes that understanding and documenting PCK in different educational contexts is crucial to improving teacher training and, consequently, the quality of science teaching.