This study focuses on how science teachers’ Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers’ PCK.

本研究的重点是科学教师在规划、教学和反思可持续发展教学时，如何在内容表征（CoRe）的支持下结合基于视频的反思来捕获和发展科学教师的教学内容知识（PCK）。标准差）。理论框架基于 PCK，并使用精炼共识模型 (RCM) 作为概念化教学实践和 PCK 开发之间联系的理论镜头。十一名高中科学教师参与了这项研究。选择了两位教师的数据来说明分析中的代表性示例。研究结果表明，使用 CoRe 和基于视频的反思为教师提供了明确实践知识的机会，并帮助他们开始确定自己实践中对 SD 教学进一步发展重要的方面。使用 RCM 作为分析工具也对如何使用 RCM 识别和捕获教师的 PCK 做出了重要贡献。