This article reports the findings of self-reflection among Chemistry student teachers which focuses on their pedagogical content knowledge. In the study, Chemistry student teacher were taught by lecturers and cooperative teachers to perform reflection and to identify critical episodes for several topics including chemistry syllabus, significance of the topics in chemistry, students’ learning difficulties, teaching methods and assessment techniques during the teaching practice. The qualitative study was conducted among purposely selected 15 Chemistry student teachers. Data were collected through interviews, journal reflections and analysis of documents using their lesson preparatory books. The findings showed that the number of issues reflected by training teachers in the early stages of chemistry teaching practice were few. Furthermore, they only focused on general and descriptive issues. However, prior to guidance provided by lecturers and teachers, it was discovered that reflections on issue-based pedagogical content knowledge had increased and became more critical.
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