ABSTRACT
This chapter aims to capture the representations of pre-service teachers’ practical knowledge with regard to their authentic teaching activities by collecting teaching videos of 66 pre-service teachers from different disciplines. A coding list was developed to analyse pre-service teachers’ videos and their practical knowledge. Their practical knowledge was found to be stereotypical and fragmented. Reflecting on the teacher education curriculum based on empirical data, this chapter suggests that it is necessary to not only increase their proportion of practice and transform initial teacher education models but also gradually cultivate pre-service teachers’ awareness of interdisciplinary teaching by choosing concurrent majors.
