Integrating disciplinary and didactic knowledge in chemistry teacher education: a co-teaching proposal based on authentic cases

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Preimpresión, 23(1), marzo de 2026
Science Teacher Education
1601
Published: 30-01-2026

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Abstract

This article systematizes a instructional proposal aimed at developing pedagogical content knowledge in the initial education of chemistry teachers, implemented over a decade in a Chilean university. The proposal is organized around two articulated pillars: co-teaching between disciplinary and didactic specialists, and the analysis of authentic teaching cases with a high disciplinary component. Through iterative instructional cycles, future teachers interpret student thinking, define learning goals and design situated didactic interventions, critically integrating disciplinary, curricular, didactic and pedagogical knowledge for responsive teaching. The authentic cases act as situated reflection devices, linking the analysis of disciplinary content with informed pedagogical decision-making. The results show transformations in the way prospective teachers articulate theory and practice, and in their ability to think about teaching from a professionalized perspective. The contributions and challenges of the proposal are discussed, highlighting its potential to strengthen the initial education of science teachers through the deliberate integration of disciplinary and didactic knowledge.

Keywords

Initial Teacher Education Google Schoolar
Pedagogical Content Knowledge Google Schoolar
Teaching Chemistry Google Schoolar
Co-teaching Google Schoolar
Authentic Cases Google Schoolar

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Marzábal Blancafort, A., & Delgado Chang, V. (2026). Integrating disciplinary and didactic knowledge in chemistry teacher education: a co-teaching proposal based on authentic cases. Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias, 23(1), 1601. Retrieved from https://revistas.uca.es/index.php/eureka/article/view/11856

Author Biography

Ainoa Marzábal Blancafort, Pontificia Universidad Católica de Chile

Ainoa Marzábal Blancafort has a PhD in Science Education from the Universidad Autónoma de Barcelona and a degree in Chemistry from the Faculty of Sciences of the same university. Her area of interest focuses on science learning from the perspective of school science models and modelling, and the initial science teacher education. Currently, she is an academic at the UC Faculty of Education.

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