Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge

Pedagogical content knowledge (PCK) is a key construct that emerges as distinct from both pedagogical and disciplinary knowledge, essential for understanding how teacher training should be structured. Since its genesis, it has been the subject of thousands of studies, and although there are reviews within each disciplinary PCK area (e.g., PCK in mathematics), there are no bibliometric analyses that allow for the recognition of trends and gaps in productivity in the field of teaching in general. The aim of the present study was to identify such patterns through a review of high-impact specialized journals. For this purpose, 1,942 Web of Science articles were analyzed with various bibliometric parameters and digital visualization software. The results show a series of trends not described in previous literature. The implications for research on teacher training are discussed, considering the initial intent behind the construct's formulation and its relevance to contemporary educational challenges, and new lines of research are proposed.