ABSTRACT
This chapter provides some closing thoughts on key concepts covered in this book. The book attempts to capture and portray some aspects of teacher's knowledge in mathematics and science in ways that recognise and respond to the differences between these specialised aspects of knowledge of teaching. A learning community creates a way for the theory-practice divide, to be reconsidered and re-experienced so that taken-for-granted aspects of knowledge and power can be challenged, better understood and importantly, create more informed ways of building knowledge of practice in order to advance teaching in ways that respect it as complex and sophisticated business. The book focuses on knowledge in interesting ways and helps to illustrate how teachers combine content and pedagogy in ways that underpin exactly what Pedagogical Content Knowledge (PCK) is all about. Challenging practice and developing knowledge are keys to enhancing teaching and learning, and research should have a central role in both shaping and enacting that agenda.
