Abstract

This systematic scoping review explores how Pedagogical Content Knowledge (PCK) is conceptualised and investigated in peer-reviewed empirical studies within higher education. Our results indicate that PCK research in higher education is disparate and varies across countries, disciplines, and focus areas. Although most articles specified the theoretical frameworks in their PCK conceptualisations, significant variations exist regarding included PCK components and interpretations, making comparisons across studies challenging. While most PCK frameworks originated in science disciplines within school education, this review suggests that their general theoretical contributions to PCK have led to their widespread adoption across various disciplines in higher education.

Original languageEnglish
Article number104608
Number of pages13
JournalTeaching and Teacher Education
Volume144
DOIs
Publication statusPublished - Jul 2024

Keywords

  • Content knowledge
  • Higher education
  • Pedagogical content knowledge
  • Pedagogical knowledge
  • Professional development
  • Teacher knowledge

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