Exploration of Emerging Trends in PCK for Natural Sciences: Innovation and Continuous Improvement in Teacher Education

Background/purpose. This study aims to analyze emerging trends in Pedagogical Content Knowledge (PCK) for natural sciences over the last 17 years. The research identifies key thematic areas and examines their contribution to teacher training and pedagogical innovation through the suvidagogical model.

Materials/methods. A systematic review was conducted using the Interpretive Documentary Analysis (IDA) method, guided by PRISMA. Ten primary publications from 2007 to 2024 were selected through rigorous inclusion criteria based on Boolean search strategies.

Results. The analysis revealed four dominant themes: (1) teaching and learning processes, (2) teacher training and professional development (TPD), (3) didactic methodologies and strategies (DMS), and (4) contextual applications (CA). These contribute to the design and implementation of the suvidagogical pedagogy model.

Conclusion. Findings support the construction of a critically engaged pedagogical framework that recognizes the vital and reflective role of the teacher, fostering inclusive and context-sensitive educational practices.

Keywords: Pedagogical Content Knowledge, Pedagogical Innovation, Suvidagogical Pedagogy, Educational Improvement

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