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Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.

Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.

English Language Curriculum Standards (ELCS) were introduced in September 2001 in China to transition from traditional teaching methods to ones that holistically develop children. This situation has brought recurrent changes in ELCS in China, with the recent publication in 2022. Hence, teachers' Pedagogical Content Knowledge (PCK) aimed at aligning to the new ELCS 2022 needed a revisit. Therefore, the primary purpose of this study was to explore how English teachers teach under recent curriculum changes and how they develop such techniques. Data were collected through classroom video recordings and interview sessions. Shulman's PCK framework, Chamza's grounded theory analysis, and Braun and Clarke's thematic analysis were explored in qualitative data analysis. Findings show commonalities and differences between participants. Participants demonstrated remarkable knowledge of learners from different perspectives, including their diverse abilities. Efficient application of methods of assessments, feedback, and varied teaching stratagems, including comprehensive polychromatic strategy and guided collaborative learning with technology integration in role-play sessions. Their PCK for role-play was found to be influenced chiefly by disciplinary knowledge, professional development programs, and craft of knowledge. With recent curriculum and policy reforms in China emphasizing communicative competence and interactive learning, the research focuses on teachers' pedagogical content knowledge, which is vital for developing language skills in the classroom. Role-play enhances students' language proficiency and builds their confidence, critical thinking abilities, and cultural awareness, aligning with global educational trends. However, effectively implementing this approach requires teachers to navigate challenges, such as blending traditional teaching methods with innovative practices and addressing the diverse needs of learners. By exploring this transition, the study highlights the practical realities of educational reform and provides valuable insights for policymakers, educators, and stakeholders. Ultimately, it underscores the potential of learner-centered teaching to transform English education, equipping students with the skills necessary to succeed in an interconnected world.

This study investigated the development of the integration among EFL student-teachers’ PCK components during a 16-week mentoring-enriched practicum course. Data were collected from three EFL student-teachers using the content representation, follow-up interviews, and classroom observation. These data were then analyzed using the PCK Mapping approach. The findings revealed that the interplay among PCK components was fragmented initially but gradually integrated by the end of the course. Notably, the component concerning instructional strategies emerged as the most frequently engaged element in this integration process. Conversely, knowledge of purposes for teaching English exhibited the fewest interactions with the other PCK components. Based on the findings, practical implications pertaining to improving student-teachers’ instructional practices in teacher education programs are discussed.

There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system.

Given the scarcity of studies explicitly exploring the often tacit assumption that teachers’ content knowledge (CK) is pre-requisite of pedagogical content knowledge (PCK), in this study, we draw on Shulman’s conceptualization of these notions to examine their relation by content-aligning the CK and PCK measures. Toward this end, we analyzed data from a paper-and-pencil survey gauging primary schoolteachers’ CK and PCK on fractions. The data of 373 completed teacher surveys were analyzed using two different complementary approaches, with the one compensating for the limitations of the other: item response theory analysis and statistical implicative analysis. Both analyses suggested that CK could be considered pre-requisite of PCK: when the CK and PCK items were placed on the same item response theory scale in most of the CK–PCK pairs, the PCK items were more difficult than their aligned CK items; additionally, in most of the quasi-implication paths of the statistical implicative analysis, answering the CK items was found to be pre-requisite of answering their aligned PCK items. We discuss the study findings, considering their theoretical, methodological, and practical implications.

In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a dependent variable, and motivational orientations or professional values as moderator variables. To identify filters between pPCK and enacted PCK (ePCK), we set up moderation models with post-test pPCK as an independent variable, ePCK as a dependent variable, and noticing or knowledge-based reasoning as moderator variables. We did this specifically with a focus on language in biology education. We found that only the variable knowledge-based reasoning had a role as a filter. It moderates the transformation process between pPCK and ePCK (moderation analysis: F(3,19) = 10.40, p < 0.001, predicting 25.72% of the variance). In future studies, other filters should be identified.

Pedagogical content knowledge is specialised knowledge resulting from the practice and experience of the teacher in the classroom. This research aims to analyse teachers’ thinking based on the study of this knowledge and its application to sustainability in teachers who teach the subjects of chemistry and biology at the high school level in Mexico City. The methodology was a multiple case study of ten in-service high school chemistry and biology teachers. The results made it possible to analyse the teachers’ thinking about teaching sustainability in the context of biology and chemistry about the following central topics: ecological balance, natural resources, biodiversity, ecosystems, environment, energy, climate change, and pollution. It was possible to obtain information about how teachers understand teaching–learning processes for sustainability, their knowledge about the topics analysed, the strategies used, the representations and the different evaluation activities they use, and the difficulties that arise when teaching sustainability in their classes.

This article aims to investigate relationships between the different realms of PCK by referring to the refined consensus model of PCK. We conducted a pre–post study with an intervention using a video-based simulated learning environment to measure different realms of PCK of 78 pre-service biology teachers. The participants were randomly assigned to three groups receiving different treatments in the form of scaffolds while working on the learning environment during the intervention. Only the participants receiving scaffolds referring to their personal PCK significantly improved from the pre-test to the post-test (FpPCK(1,27) = 9.592, p = 0.005, partial η2 = 0.262, n = 28). These scaffolds encourage participants to use their prior knowledge when reflecting on instructional quality, as shown in the simulation. Although the findings of the present study support the theoretical view of the refined consensus model of PCK, more focus on the personal PCK could be helpful to understand how PCK is acquired and organized “within one teacher”.