Chemistry teachers’ pedagogical content knowledge: A review of empirical research published in SSCI Journals from 1986 to 2024

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-06-12 DOI:10.1016/j.tate.2025.105109

Feng Deng , Lifan Zhang , Junhao Zhu , Bingxin Dou , Wanrong Lan

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引用次数: 0

Abstract

Pedagigical Content Knowledge (PCK) has been a seminal framework in research on teaching and teacher education. Searching in Web of Science, we reviewed 82 articles to address the two research questions—how PCK is conceptualized and how it is assessed in empirical chemistry education research. Findings show general agreement on PCK as a bridge between content and pedagogy. However, variation exists in the inclusion of other components, reflecting differing theoretical models. Qualitative methods dominate, with limited use of quantitative tools or standardized rubrics. Research is geographically concentrated. Emerging trends include increased focus on topic specificity, integration of pre- and in-service teacher perspectives, and growing application of the Consensus Model and Refined Consensus Model (RCM). The review highlights a need for methodological innovation, including the development of comprehensive evaluation tools and greater use of technology to support PCK research. These findings inform future directions in theory, methodology and pedagogy.

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化学教师教学内容知识：1986 - 2024年SSCI期刊发表的实证研究综述

教学内容知识（PCK）是教学和教师教育研究的一个重要框架。检索Web of Science，我们回顾了82篇文章，以解决两个研究问题- PCK如何概念化以及如何在经验化学教育研究中进行评估。研究结果表明，PCK作为内容和教学之间的桥梁是普遍的共识。然而，在包含其他成分方面存在差异，反映了不同的理论模型。定性方法占主导地位，定量工具或标准化标准的使用有限。研究在地理上集中。新兴的趋势包括越来越关注主题的特殊性，整合在职教师和职前教师的观点，以及越来越多地应用共识模型和精炼共识模型（RCM）。该综述强调了方法创新的必要性，包括开发综合评估工具和更多地利用技术来支持PCK研究。这些发现为理论、方法和教学法的未来方向提供了信息。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.