Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge
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1 Centro de Investigación en Psicología, Educación y Familia CIPEF, Facultad de Educación, Psicología y Familia, Universidad Finis Terrae, Santiago, CHILE2 Centro de Investigación en Educación de Calidad para la Equidad, Universidad Central de Chile, Santiago, CHILE3 Facultad de Ciencias Empresariales, Universidad Arturo Prat, Iquique, CHILE4 Instituto de Biología, Facultad de Ciencias, Pontificia Universidad Católica de Valparaíso, Valparaíso, CHILE5 Faculty of Sport Sciences, University of Extremadura, Caceres, SPAIN6 Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, PORTUGAL* Corresponding Author
Abstract
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.
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Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 2, February 2025, Article No: em2583
https://doi.org/10.29333/ejmste/15953
Publication date: 13 Feb 2025
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How to cite this article
APA
Santibáñez, D., Vega, A., Cofré, H., Salas, N., & Adsuar, J. (2025). Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2583. https://doi.org/10.29333/ejmste/15953
Vancouver
Santibáñez D, Vega A, Cofré H, Salas N, Adsuar J. Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge. EURASIA J Math Sci Tech Ed. 2025;21(2):em2583. https://doi.org/10.29333/ejmste/15953
AMA
Santibáñez D, Vega A, Cofré H, Salas N, Adsuar J. Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge. EURASIA J Math Sci Tech Ed. 2025;21(2), em2583. https://doi.org/10.29333/ejmste/15953
Chicago
Santibáñez, David, Alejandro Vega, Hernán Cofré, Natalia Salas, and José Adsuar. "Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 2 (2025): em2583. https://doi.org/10.29333/ejmste/15953
Harvard
Santibáñez, D., Vega, A., Cofré, H., Salas, N., and Adsuar, J. (2025). Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2583. https://doi.org/10.29333/ejmste/15953
MLA
Santibáñez, David et al. "Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 2, 2025, em2583. https://doi.org/10.29333/ejmste/15953