The goal of this study was to examine the PCK required for science teachers and PCK required for universityteacher educators in terms of school science knowledge, science teaching and learning, and the role of science educators,which are the main axes of science education in future schools, and to explore the relationship between them. This studyis a follow-up to a previous stage of research that explored the prospects for changes in schools in the future (2040-2050)in terms of school knowledge, educational methods, and teacher roles. Based on in-depth interviews, qualitative andsemantic network analyses were conducted to derive and compare the characteristics of PCK and PCK. As for the mainresearch results, science teacher PCK in future schools should include expertise in organizing science classes centered onconvergence topics, expertise in digital platforms and ICT use, and expertise in building a network of learningcommunities and resources, as part of the expertise of human teachers differentiated from AI. Teacher educators' PCKincludes expertise in the research and development of T-L methods using AI, expertise in the knowledge constructionprocess and practice, and expertise in developing preservice teachers’ research competencies. Discussed in the conclusionis the change in teacher PCK and teacher educator PCK with changes in science knowledge, such as convergence-typeknowledge and cognition-value integrated knowledge; and the need to emphasize values, attitudes, and ethical judgmentsfor the coexistence of humans and non-humans as school science knowledge in the post-humanism future society.