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Durham University

School of Education

Research Projects

Publication details

Kind, V. (2015). On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK. In Re-examining Pedagogical Content Knowledge in Science Education. Berry, A., Friedrichsen, P. & Loughran, J. New York, NY Abingdon, Oxon: Routledge. 178-196.

Author(s) from Durham


This chapter critiques a range of models for pedagogical content knowledge (PCK) presented in extant literature, comparing these with those proposed by international researchers attending a “Summit” meeting on the topic held in October 2012. The analysis examines strengths and weaknesses of PCK models in work presented at the Summit, noting connections with fields such as learning progressions, and discussion of the role played by subject matter knowledge. The author’s personal perceptions of PCK pre- and post-Summit are also analysed, leading to presentation of a new PCK “consensus” model that collates previous structures. The chapter concludes by indicating further research required to validate the new model.

School of Education