Content knowledge and pedagogical content knowledge: conceptions and findings

Overview: Pedagogical content knowledge (PCK) and content knowledge (CK) have undergone significant changes in their conceptions and in the methodologies used to measure them the past 5–10 years. In this symposium, the authors present current conceptions of both PCK and CK as well as methodological strategies used to collect data in studies that examine preservice and practicing teacher’s understanding of content knowledge and their use of content in their practice of teaching.