Keywords:
bibliometric analysis
educational policy
educational trend analysis
instructional improvement
professional development

  • Abstract

    Knowledge of pedagogical content ensures that teachers not only have theoretical knowledge but also enabling teachers to adapt and facilitate meaningful learning experiences. Unfortunately, resources are limited, access to further professional development is restricted, and current teacher preparation is insufficient for PCK. This study is a bibliometric analysis of 75 articles on PCK of prospective science teachers published from 2016–2023. The articles were obtained from the Scopus database. The data then were analyzed using Bibliometrix R and VOSViewer. The findings show that the publication trend has increased. A total of 228 authors from 18 countries contributed to the publication. The three countries with the most publications are USA, Germany, and Turkey; Turkey has the highest international publication collaboration. With 122 citations, the Journal of Science Teacher Education published most of the articles and garnered the most citations. This study presents a global perspective on PCK of prospective science teachers and provides directions for future research. In general, the implementation of PCK still faces many challenges related to the need for more comprehensive teacher training programs and continuous professional development opportunities. The research trends of PCK have gradually evolved towards TPACK and practical strategies to help teachers implement technology-assisted teaching. The results indicate that collaboration among researchers is essential for advancing knowledge in this field, as seen in the increasing number of multi-country publications. The thematic evolution analysis also suggests that future research should focus on strengthening the connection between PCK, technological advancements, and innovative teaching strategies to enhance science teacher education. This study provides valuable insights for educators, policymakers, and researchers to refine curricula and optimize teacher training programs, ultimately improving the quality of science education worldwide.

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Tyas, R. A., Wilujeng, I., Rosana, D., & Jumadi. (2025). An examination of preservice science teachers pedagogical content knowledge: Development and trends. Multidisciplinary Reviews, 8(9), 2025279. https://doi.org/10.31893/multirev.2025279
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