In the debate on the nature of pedagogical content knowledge (PCK) two di erent perspectives on PCK need to be distinguished: PCK as a general body of knowledge and PCK as an element of teacher knowledge. It is foremost the discussion of the second perspective on PCK that contributes to our understanding of PCK. PCK is understood as topic-speci c teacher knowledge that involves the transformation of content and pedagogical knowledge into instruction. Within the debate on the conceptualization

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... PCK there is agreement on two essential elements of PCK: knowledge of students' conceptions and of ways to react adequately to these conceptions. The de nition of a 'special content knowledge' domain outside the PCK realm by Bass and colleagues provides a new impulse for the debate on the nature of PCK.