PEDAGOGICAL CONTENT KNOWLEDGE (PCK): EVOLUTION, MODELS AND RESEARCH METHODOLOGIES FOR A CASE STUDY

Abstract

This paper analyzes Lee Shulman's Pedagogical Content Knowledge (PCK), a fundamental construct for understanding the specificity of teacher knowledge. After reviewing its genealogy and the PCK Summits (2012, 2016) that refined the concept to the Refined Consensus Model (RCM), the study focuses on two major structural models: the hierarchical model of Magnusson et al. (1999) and the dynamic and integrative hexagonal model of Park and Oliver (2008), which incorporates teacher self-efficacy as a central affective component. Methodologically, Content Representations (CoRe) and PaP-eRs are highlighted for capturing collective PCK (cPCK), as well as the PCK map approach for visualizing interactions. Finally, conceptual inaccuracies are corrected, the affective and contextual dimension of PCK is emphasized, and future lines of research are proposed, such as longitudinal studies and technological integration (TPACK), for a situated and transformative understanding of professional teaching knowledge.