Laboratory courses in chemistry teacher education are commonly framed as spaces for mastering experimental procedures; however, they may also function as pedagogical environments where pre-service teachers begin integrating content knowledge (CK) with pedagogical knowledge (PK). Rather than measuring Pedagogical Content Knowledge (PCK) as an outcome, this comparative study examines how laboratory structures create opportunities for CK–PK integration and PCK-related reasoning in chemistry teacher education programs in Kazakhstan and Türkiye. A qualitative comparative case study design was employed. Data were collected through 60 h of in situ observations and semi-structured interviews with 46 third-year pre-service chemistry teachers at two public universities. The analysis focused on how laboratory organization, instructional facilitation, time allocation, assessment, and material resources shape conditions for analytical and reflective engagement. Findings identify four interrelated dimensions of laboratory affordances: structural organization, pedagogical facilitation, experiential engagement, and reflective regulation. Extended laboratory sessions and dedicated laboratory credits in the Turkish case supported sustained inquiry and reflection, whereas shorter, combined lecture–laboratory formats in the Kazakhstani case constrained extended pedagogical reasoning. The proposed Laboratory Affordance Model highlights how laboratory design influences early-stage PCK-related reasoning, offering implications for curriculum design and chemistry teacher education policy.
Musagalievich et al. (Fri,) studied this question.