The challenges to maintaining pedagogical effectiveness in an ever-changing education landscape not only turn focus on the professional development of teachers and their teaching practices but also emphasise the preparation of pre-service teachers and their skill development to practice pedagogical flexibility and mobility while focusing on context-consciousness [1]. Preparedness for classroom demands involves a sound knowledge foundation built on content knowledge and pedagogical content knowledge, as discussed by Shulman [2,3]. These two types of knowledge receive significant attention in education across the globe, although they might be labelled in various ways. However, we argue that pedagogical knowledge often only gets a quick touch of the brush, even though teachers’ pedagogical effectiveness and awareness in an ever-changing education landscape can change the learning culture within classrooms. The purpose of this Editorial is to turn focus to the careful conceptualisation of a much overlooked, but highly influential, professional knowledge sphere of pedagogical knowledge. Unfortunately, pedagogical knowledge is often mentioned when Shulman’s work is discussed but with an add-on discourse, while the key focus mostly falls on content and pedagogical content knowledge. We argue that pedagogical mobility and adaptability should seize teachers’, pre-service teachers’, and educational leaders’ awareness, creating a sensitivity towards the needs within a specific learning and teaching context and environment and the capacity to adjust teaching and leadership practices and strategies accordingly. We suggest that teachers’ and especially pre-service teachers’ preparation emphasise skills to adjust and implement targeted pedagogies to benefit classroom students. Van Manen [4,5] emphasises the art of teaching, which includes the tone and tact of teaching practices captured in the language and thoughtfulness of pedagogy [4,5].