<p>Augmented reality (AR) can support the teaching of physics through interactive visualizations. To leverage this potential in the classroom, it is crucial that teachers consider both pedagogical content aspects and technological pedagogical content aspects when planning lessons. Against this backdrop, the study examines the extent to which (prospective) teachers consider these factors when evaluating AR applications in electricity education in a&#xa0;simulated lesson planning situation. A&#xa0;total of 159 (prospective) teachers in secondary levels&#xa0;I and&#xa0;II tested two AR applications on the topic of electric circuits and evaluated them using an online questionnaire with open-ended questions. The responses were analysed using a&#xa0;deductive-inductive content analysis. The developed category system covered pedagogical content aspects and technological pedagogical content aspects addressed. The frequencies of the coded segments were then used for statistical comparisons (Kruskal-Wallis tests) and to investigate correlations (Spearman correlations). The results show significant differences in the number of instances in which prospective and trained teachers of different school levels mention pedagogical content aspects, particularly regarding aspects of model competence. However, no differences between the groups were found regarding the number of instances in which technological pedagogical content aspects were mentioned. Furthermore, no correlation was found between the number of instances in which pedagogical content aspects and technological pedagogical content aspects were mentioned. The findings provide initial indications of how teacher training could be further developed.</p>