Evaluating Teacher Educators' PCK: Insights from Pre-Service Teachers in Diverse Educational Contexts

Despite the recognized importance of Pedagogical Content Knowledge (PCK) in shaping effective teaching practices, there remains a gap in understanding how pre-service teachers perceive the PCK competencies of their teacher educators. This gap is particularly pronounced across different educational disciplines, where teaching methods and content knowledge requirements can vary significantly. Thus, this study investigates pre-service teachers' perceptions of their teacher educators' Pedagogical Content Knowledge (PCK) across four distinct departments within the Faculty of Education at a state university in T & uuml;rkiye. By focusing on Early Childhood Education, Mathematics Education, Science Education, and Primary Education, the research aims to provide a comprehensive understanding of how pre-service teachers evaluate the pedagogical competencies of their teacher educators. Utilizing both quantitative and qualitative methods, the study reveals significant variations in how pre-service teachers perceive their teacher educators' PCK, with notable differences across the various educational disciplines. These findings offer valuable insights for the development of teacher education programs, highlighting the importance of tailored approaches that address the unique needs and challenges of each discipline. By understanding these perceptions, educational institutions can support teacher educators in refining their teaching methodologies, ultimately enhancing the preparation and professional efficacy of future educators.