A Reading Group for Science Educators: an Approach for Developing Personal and Collective Pedagogical Content Knowledge in Science Education

Abstract Reading, at its core, is a basic yet critical way to undertake learning and growth. This paper shares professional development initiative for science educators, which was underpinned by the popularity premise of reading group. In moving from simply being vehicle targeted discussion, group facilitators sought support participants in taking deeper dive into their practice with impact ultimately changes personal pedagogical content knowledge (PCK) science. small-scale qualitative study informed voices three educators different stages career trajectories, who participated interviews. The data revealed that participation collective PCK (a) creating conditions encouraged meaningful links be made between theory practice, (b) encouraging adoption an inquiry stance as means engaging purposively knowledge, (c) initiating transformation contemporary understandings education. By drawing on participants’ narratives, this brings fore both simplicity depth complexity can achieved through focused development. implications research are wide reaching concept applied variety contexts shaped reach educational needs.