Abstract:

The COVID-19 pandemic disrupted conventional teaching practices, forcing education institutions to adopt emergency remote teaching (ERT) and later navigate hybrid and technology-enhanced modalities. These shifts were not only logistical but deeply pedagogical, requiring rethinking of Pedagogical Content Knowledge (PCK), a construct that describes the ability to transform subject content into forms accessible to students. While existing literature documents challenges associated with remote teaching, limited attention has been paid to how these experiences have reshaped educators’ professional knowledge and pedagogical orientations, particularly in the post-pandemic era where hybrid and technology-enhanced learning have become normalized. This study investigated how Biology teacher educators adapted their PCK during and after the pandemic, focusing on changes (if any) in content representation, instructional strategies, and learner engagement. The study was guided by the research question: How have pandemic and post-pandemic teaching experiences influenced Biology teacher educators’ Pedagogical Content Knowledge?

This study adopted a qualitative case study design. Participants were two Biology teacher educators, responsible for teaching genetics and human reproduction to fourth-year pre-service teachers. The teacher educators chronicled their planning and teaching practices before, during, and after the pandemic. Data collection was guided by the Refined Consensus Model of PCK, which emphasizes five knowledge bases: content, pedagogy, assessment, curriculum, and knowledge of students. Participants documented their reasoning behind pedagogical decisions across three phases namely face-to-face, ERT, and post-pandemic hybrid teaching. Data analysis involved producing PCK profiles and categorizing shifts in practice.

Findings reveal significant pedagogical transformations. During ERT, interactive strategies such as group discussions, brainstorming, and hands-on practicals were replaced by asynchronous voice-over presentations due to technical constraints, and social justice issues (data costs, access, electricity disruptions). Assessment narrowed to objective formats (MCQs, matching items), compromising opportunities for higher-order thinking, and practical skill development. Knowledge of students became limited as diagnostic tests and rapport-building were difficult online. However, educators gained technological pedagogical knowledge, mastering Learning Management System tools and integrating WhatsApp and Open Educational Resources to enhance access. Post-pandemic, PCK did not revert to pre-pandemic norms. Instead, educators adopted blended approaches, combining online strategies that proved effective for theoretical content with resumed hands-on practicals. Assessments evolved into hybrid formats, improving rigor. Digital Topic-Specific PCK emerged as educators developed contextualized digital resources, reflecting a sustained integration of technology and equity considerations into pedagogy.

This study indicates that pandemic-induced disruptions catalyzed enduring pedagogical shifts rather than temporary adaptations. The findings highlight the need for continuous professional development in digital pedagogy and institutional support. By reimagining pedagogy through blended models and technology integration, Biology teacher educators have expanded their PCK to meet the demands of a post-pandemic educational landscape.

Keywords:

Pedagogical Content Knowledge, Emergency Remote Teaching, Hybrid Learning, Teacher Educator Experiences, Social Justice, Digital Pedagogy.