Amanda Berry is Associate Professor, ICLON, Leiden University, the Netherlands.Patricia Friedrichsen is Associate Professor, University of Missouri, USA.John Loughran is Dean, Faculty of Education, Monash University, Australia.

"This book provides a state-of-the-art overview over the most recent developments in PCK research in the world and identifies common themes and perspectives for future research. A distinct feature is the proposal of a consensus model of teacher professional knowledge including PCK. As such, this is a must-read for every researcher working in the field of science teacher education as well as science teacher educators who want to learn more about what to teach and how to teach it to their students."Knut Neumann, Leibniz-Institute for Science and Mathematics Education, Germany"This book can offer guidance and direction for other science education researchers in pursuing the impact of PCK on teaching and learning in science. It is timely, and it is needed. It is an important resource for all PCK researchers."William R. Veal, College of Charleston, USA

• Preface Section 1: Introducing PCK: Issues, ideas and developmentChapter 1 PCK: Its genesis and exodus, Lee S. ShulmanChapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April GardnerChapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-NewsomeSection 2: Research developments and trajectoriesChapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole WongChapter 5 Science teachers’ PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda BerryChapter 6 Tracing a research trajectory on PCK and chemistry university professors’ beliefs, Kira Padilla & Andoni GarritzChapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. BanilowerChapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung SuhChapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van DrielChapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth MavhungaChapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia FriedrichsenChapter 12 Pedagogical content knowledge reconsidered: A teacher educator’s perspective, Rebecca M. SchneiderChapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa KindSection 3: Pedagogical Content Knowledge: Emerging themesChapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van DrielChapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda BerryChapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth MavhungaSection 4: Provocations and closing thoughtsChapter 17 Re-examining PCK: A personal commentary, Richard F GunstoneAbout the ContributorsIndex

Amanda Berry is Associate Professor, ICLON, Leiden University, the Netherlands.Patricia Friedrichsen is Associate Professor, University of Missouri, USA.John Loughran is Dean, Faculty of Education, Monash University, Australia.

"This book provides a state-of-the-art overview over the most recent developments in PCK research in the world and identifies common themes and perspectives for future research. A distinct feature is the proposal of a consensus model of teacher professional knowledge including PCK. As such, this is a must-read for every researcher working in the field of science teacher education as well as science teacher educators who want to learn more about what to teach and how to teach it to their students."Knut Neumann, Leibniz-Institute for Science and Mathematics Education, Germany"This book can offer guidance and direction for other science education researchers in pursuing the impact of PCK on teaching and learning in science. It is timely, and it is needed. It is an important resource for all PCK researchers."William R. Veal, College of Charleston, USA

• Preface Section 1: Introducing PCK: Issues, ideas and developmentChapter 1 PCK: Its genesis and exodus, Lee S. ShulmanChapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April GardnerChapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-NewsomeSection 2: Research developments and trajectoriesChapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole WongChapter 5 Science teachers’ PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda BerryChapter 6 Tracing a research trajectory on PCK and chemistry university professors’ beliefs, Kira Padilla & Andoni GarritzChapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. BanilowerChapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung SuhChapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van DrielChapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth MavhungaChapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia FriedrichsenChapter 12 Pedagogical content knowledge reconsidered: A teacher educator’s perspective, Rebecca M. SchneiderChapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa KindSection 3: Pedagogical Content Knowledge: Emerging themesChapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van DrielChapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda BerryChapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth MavhungaSection 4: Provocations and closing thoughtsChapter 17 Re-examining PCK: A personal commentary, Richard F GunstoneAbout the ContributorsIndex

Amanda Berry is Associate Professor, ICLON, Leiden University, the Netherlands.Patricia Friedrichsen is Associate Professor, University of Missouri, USA.John Loughran is Dean, Faculty of Education, Monash University, Australia.

"This book provides a state-of-the-art overview over the most recent developments in PCK research in the world and identifies common themes and perspectives for future research. A distinct feature is the proposal of a consensus model of teacher professional knowledge including PCK. As such, this is a must-read for every researcher working in the field of science teacher education as well as science teacher educators who want to learn more about what to teach and how to teach it to their students."Knut Neumann, Leibniz-Institute for Science and Mathematics Education, Germany"This book can offer guidance and direction for other science education researchers in pursuing the impact of PCK on teaching and learning in science. It is timely, and it is needed. It is an important resource for all PCK researchers."William R. Veal, College of Charleston, USA

• Preface Section 1: Introducing PCK: Issues, ideas and developmentChapter 1 PCK: Its genesis and exodus, Lee S. ShulmanChapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April GardnerChapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-NewsomeSection 2: Research developments and trajectoriesChapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole WongChapter 5 Science teachers’ PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda BerryChapter 6 Tracing a research trajectory on PCK and chemistry university professors’ beliefs, Kira Padilla & Andoni GarritzChapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. BanilowerChapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung SuhChapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van DrielChapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth MavhungaChapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia FriedrichsenChapter 12 Pedagogical content knowledge reconsidered: A teacher educator’s perspective, Rebecca M. SchneiderChapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa KindSection 3: Pedagogical Content Knowledge: Emerging themesChapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van DrielChapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda BerryChapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth MavhungaSection 4: Provocations and closing thoughtsChapter 17 Re-examining PCK: A personal commentary, Richard F GunstoneAbout the ContributorsIndex