The present distinction in categories reflects an analytical view on PCK change. However, in reality, this change will often include a complex combination of development, growth, and reconstruction of initial PCK. Because of the complexity of this combination many scholars consider the concepts of development and growth as synonyms, and hardly refer to the reconstruction category of PCK change. However, in my opinion, a clear differentiation of the conceptual meaning of PCK change can contribute to a better theoretical understanding and practical application of this crucial concept in teacher education.