Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity

Abstract This research explores and compares primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students were more confident, but no more knowledgeable nor more secure in their PCK. We argue that confidence needs to be developed alongside knowledge. Teacher education programmes in physics should particularly concentrate on helping student teachers to teach difficult concepts in a meaningful and accessible way, developing positive attitudes alongside understanding and pedagogical skills.