This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers´ planning and enactment of science teaching i.e., their development of pedagogical content knowledge (PCK). The Revised Consensus Model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and the development of PCK. The results indicate how the student teachers´ initial PCK (pPCKinput) was manifested into ePCK during the planning and teaching, and further, through reflection, developed to a new and “richer” PCK (pPCKoutput). The three tools encouraged collaborative discussion and reflection about teaching certain big ideas linked to a topic. As such, the case presented in this paper proved to be a coherent way to encourage student teachers to collaborate, reflect and discuss ideas about their teaching practice and their professional development.