ABSTRACT
This chapter looks at a construct in teacher knowledge known as pedagogical content knowledge (PCK), which has been viewed by many to be the ‘missing paradigm' in teacher education research. The history of PCK is presented, recent conceptualisations of PCK are explored and another construct, known as technological pedagogical content knowledge (TPACK), is introduced. The recent COVID-19 pandemic has led to opportunities for both students and teachers to work through online platforms, therefore development of TPACK would be viewed as more important now than ever. Teaching strategies that show well-developed knowledge of how to teach scientific content are explored and ways of capturing and measuring PCK and TPACK are presented. Throughout the chapter, the author will engage in reflective consideration for how PCK, in particular, has shaped her knowledge of teaching and, to that end, presents a new model to conceptualise PCK that includes consideration of current trends in science and technology education. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.