Unpacking PCK Relationships and Development in Science Teachers: A Systematic Synthesis of Empirical Research

Abstract

This systematic literature review synthesized findings of 217 empirical studies, spanning from 1986 to 2023, focusing on: (a) the relationships of science teachers’ pedagogical content knowledge (PCK) to their competence and qualifications, teaching practices, and student outcomes; (b) factors influencing PCK changes; (c) mechanisms of PCK development; and (d) methodological trends and challenges in the selected studies. Analyses employed coding schemes derived from existing frameworks for teacher quality and competence, as well as adapted coding schemes from previous PCK reviews. Results confirmed PCK’s strong connections with content knowledge and teaching practices but revealed inconclusive relationships with teacher affective-motivational variables or student outcomes, while identifying contributing factors and patterns in the mechanisms of PCK development, along with future research areas. However, divergences emerged in the conceptualization, operationalization, and measurement of PCK, potentially hindering the establishment of robust theoretical foundations of PCK research and impeding the accumulation of enduring insights regarding PCK.