Pedagogical content knowledge in teacher education

Abstract

Over the past 25 years, PCK has become widely accepted as a useful construct in understanding the unique nature and development of teachers’ knowledge, and PCK research in the field of teacher education has rapidly accumulated. Yet while there is consensus in the literature about the importance of the construct in bringing together specific types of knowledge that teachers require to support effective student learning of particular subject matter, questions still remain about how PCK can be understood, developed and organised in the context of initial teacher education. The development of PCK has been the subject of studies in different programme formats of teacher education, at different le..