Feeling prepared for the instructional demands of teaching evolution: a mixed-methods study of pre-service science teachers

Evolution is central to fostering scientific literacy and understanding biological crises like biodiversity loss. Preparing future science teachers is crucial, yet little is known about pre-service teachers’ (PSTs) preparedness to teach evolution and the role of CK in these perceptions. This mixed-methods study used quantitative data from 55 PSTs and semi-structured interviews with a subsample of 18 PSTs. Quantitative CK was assessed using the validated evolution knowledge test KAEVO, and interviews examined both evolution-related CK using an ACORNS item and preparedness regarding six instructional demands, including knowledge-related, instructional, and contextual aspects. PSTs demonstrated moderate CK on the quantitative assessment but struggled to construct coherent evolutionary explanations and frequently incorporated alternative conceptions. Preparedness varied across instructional demands, with the highest levels reported for generating enthusiasm and the lowest for topic-specific instructional demands. Perceived challenges centred on teaching evolution rather than on understanding evolution itself. Cluster analysis revealed two profiles reflecting different conceptions of preparedness. PSTs commonly judged their preparedness through the lens of CK, despite their greatest uncertainties concerning instructional and contextual aspects of teaching evolution. Findings further revealed a mismatch between demonstrated and self-perceived CK. This highlights the need to strengthen both evolution-related CK and topic-specific PCK in teacher education.