Portraying PCK

Abstract

As alluded to in previous chapters, we believe that successful teachers have a special knowledge that informs their teaching of particular content and that special knowledge is encapsulated in PCK. We have also highlighted that few concrete examples of PCK exist in the literature. As a consequence, it is difficult for science teachers to access PCK in ways that might be meaningful for their practice. Therefore, the very notion of PCK remains somewhat elusive, and as suggested in Chapter 2, a shared language is needed to access and support the ideas foundational to PCK so that the concept (and underlying knowledge) might be better understood and valued.