A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit

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Lesson Study: professional development (PD) for beginning and experienced teachers (2019, background): “These discussions and the reflection on classroom practices and student learning further stimulate teachers’ professional development, and especially their PCK development (Gess-Newsome 2015).”
Teacher pedagogical content knowledge, practice, and student achievement† (2019, methodology): “Our research, as well as the substantial research that has occurred in the last 10 years around teachers’ professional knowledge, was influential in crafting the model of Teacher Professional Knowledge and Skill including PCK (Gess-Newsome, 2015; see Figure 2).”
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “The top level comprises ‘knowledge for teachers’ (Gess-Newsome, 2015, p. 32) that is, generic knowledge prepared by, for example, curriculum developers and assessment experts.”
Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, methodology): “The former can be seen as a knowledge base used in planning for and delivery of topic-specific instruction (Gess-Newsome 2015, p. 36) and is sometimes referred to as knowledge-on-action (Park and Oliver 2008).”