THE SYNERGY OF LESSON PLANNING AND PEDAGOGICAL CONTENT KNOWLEDGE: INSIGHTS FROM PRE-SERVICE TEACHERS

Abstract

The integration of lesson planning and pedagogical content knowledge (PCK) constitutes a critical dimension in preparing pre-service teachers for effective classroom practice. Lesson planning provides a structured framework for organizing instructional goals, sequencing activities, and anticipating learner needs, while PCK bridges subject-matter expertise with pedagogical strategies to ensure meaningful learning for pre-service teachers. Thus, this study investigates how lesson planning contributes to the development of PCK among 7 pre-service teachers in the district of Kulim Bandar Baharu and Seberang Perai Tengah, highlighting both opportunities and challenges in integrating these domains. Guided by Shulman’s PCK model and reflective practice theory, the research adopts a qualitative design, combining lesson-plan analysis and focus-group discussions with pre-service teachers and 5 supervisors using thematic analysis. Findings suggest that lesson planning enhances PCK when reflective elements and contextual awareness are embedded, yet challenges persist in balancing content mastery with pedagogical adaptability. The findings are expected to inform teacher education programs to emphasize curriculum redesign that integrates lesson planning with explicit PCK frameworks, which strengthen pedagogical reasoning and instructional effectiveness. This research contributes to ongoing discourse on teacher preparation, offering actionable recommendations for educators, policymakers, and curriculum designers to foster holistic professional growth among pre-service teachers.