A preservice secondary school teacher's pedagogical content knowledge for teaching algebra

International audienceThis study investigated a preservice secondary school teacher's pedagogical content knowledge (PCK) for teaching algebra. Data were generated using video-recorded interviews and analysed using thematic analysis. Findings indicate that content knowledge was influential in the preservice teacher's PCK. Secondly, the preservice teacher, who was one of the best students in his class, displayed some knowledge of analysing students' errors and anticipating their possible misconceptions. He appeared to be familiar with some methods of handling students' errors and misconceptions. However, it appears that he was not prepared to apply such methods in his teaching of algebra