Beschreibung:
<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>The objective of this editorial is to focus the author’s attention on the nature of pedagogical content knowledge (PCK) and its development through Lesson Study.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>Discussion in the editorial draws on papers in this issue, synthesized through the lens of PCK and supported by evidence from relevant literature.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>Teachers' engagement in lesson and learning study action research has the potential to develop their PCK in two ways: they gain insights into the ways their students experience objects of learning with reference to their own content knowledge, and they gain insights into the ways students should become able to experience objects of learning in more powerful ways identified by the teachers. The papers in the current issue elaborate on the contextual development of PCK from multiple perspectives: STEM teaching, cross-cultural lesson study, inclusive education and cultural competence through bansho.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The studies presented in this issue allow the readers to see PCK through different lenses.</jats:p></jats:sec>