A Bibliometric and Knowledge Mapping Analysis of Research on Teachers' Pedagogical Content Knowledge Using CiteSpace

Abstract

This study investigates the research landscape, intellectual structure, and emerging trends of Pedagogical Content Knowledge (PCK) through a bibliometric and knowledge mapping analysis. We retrieved 405 English-language journal articles on PCK from the Web of Science Core Collection (2016–2025; cutoff July 20, 2025; Early Access included) using a comprehensive query that covered “Pedagogical Content Knowledge (PCK),” “Technological Pedagogical Content Knowledge (TPACK),” and related teacher-knowledge synonyms. CiteSpace was employed to conduct co-citation, keyword clustering, and burst detection analyses. The findings indicate that research on PCK has grown steadily over the past decade, with a notable increase in publication output and citation activity since 2019. The United States, China, and Australia emerged as the most productive countries, while research contributions were primarily concentrated in teacher education, curriculum development, and educational technology. Major themes identified in highly cited literature include teacher professional knowledge, subject-specific pedagogy, classroom assessment, teacher training, and technology integration. The keyword burst analysis revealed recent interest in topics such as STEM education, reflective practice, and pre-service teacher learning. Overall, the field is gradually shifting from conceptual exploration toward practical application and interdisciplinary integration of PCK in authentic teaching contexts.