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Abstract
Science methods courses (SMC) are a central piece of science teacher education since they integrate science content and pedagogy. Typically, science teacher educators (STE) define the agenda for these courses. The purpose of this study is to describe the topics considered and identify the challenges of prospective STE (PSTE) when designing SMC, as well as the factors influencing their decisions. I conducted a multiple case study with 10 PSTE, who participated in an online consultation. The three cases are the design of the elementary, middle school, and secondary SMC. Participants designed a SMC syllabus, a reflection essay, among others. They participated in a think-aloud interview, oral reflections, and interviews. I conducted a thematic analysis with deductive and emergent coding. Findings show that PSTE generally covered all the PCK dimensions in their syllabi. Common challenges are selecting and sequencing contents. The main factor influencing their decisions were previous SMC syllabi.