A theory-synthesized character pedagogical content knowledge (C-PCK) model for integrating character education into pre-service teachers' microteaching

Journal of Educational and Learning Studies July 21, 2026 Volume 9, Number 1 3 authors

Abstract

This study develops a Character Pedagogical Content Knowledge (C-PCK) model by integrating Shulman’s Pedagogical Content Knowledge theory with Lickona’s Character Education framework to strengthen character integration in pre-service teachers’ microteaching. A qualitative library research design employing theory synthesis was conducted through systematic literature collection, critical review, comparative analysis, and conceptual integration of studies on PCK, microteaching, teacher competence, and character education. The proposed C-PCK model extends conventional PCK by incorporating moral awareness, ethical decision-making, value internalization, and professional role modeling into pedagogical competence, enabling character integration across instructional planning, implementation, reflection, and assessment. C-PCK provides a comprehensive theoretical framework for redesigning microteaching curricula, fostering pedagogical expertise alongside character-based professionalism to prepare prospective teachers as competent, ethical, and reflective educators.

Authors

  1. Bangun Bangun

    HKBP Nommensen University

  2. Eka Putri Saptari Wulan

    HKBP Nommensen University

  3. Tumpal Richardo Sirait

    HKBP Nommensen University

Keywords

Character Pedagogical Content Knowledge (C-PCK)Character EducationMicroteachingPedagogical CompetencePre-Service Teachers.

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