This paper reports on the development of six student teachers' knowledge of instructional strategies (KOIS) for teaching proportions during a 2-month practicum in China. Development of four subcomponents was explored through Content Representation (CoRe) questionnaires and follow-up interviews. Data was analysed deductively and levels of each subcomponent determined based on a scoring rubric. Implications include that practicum is capable of developing KOIS effectively as final scores were at the maximum level with some participants showing greater initiative within their KOIS than others. Implications include that a further level in the rubric could be considered to reflect when creativity is shown in PCK.