This presentation focuses on: Colleagues who have engaged in PGCTHE programmes It includes: A synthesis of research data and theorisations in order to relate notions of developing Pedagogical Content Knowledge (PCK) specifically. It explores how: Such notions include a strong conviction of departments as seats of highly specialised knowledge in which colleagues in ‘communities of practice’ can engage in developmental dialogues which preserve and enhance that knowledge. It considers: The lack of opportunity for teachers to engage in pedagogical discussion around such specialised knowledge which is viewed as essential in teacher development. Finally a personal perspective is offered which renders the significance of the struggles with supporting teachers’ diverse content knowledge (CK) and pedagogical content knowledge (PCK) as particularly problematic.
