Abstract

Pedagogical content knowledge has been a line of research that gives identity to teachers as education professionals. In the exercise of teaching and learning processes, teacher professional development programs are relevant because they promote in teachers learning and reflection processes in pedagogical practice; this systematic literature review aims to identify trends in research processes of teacher professional development programs from pedagogical knowledge of content between the years 2017 and 2023. Scopus and Web of Science databases were explored. Sixty-four publications were identified, in which the teacher's reflection processes is the most studied category, which seeks to promote aspects such as teamwork, synthesis capacity, goal setting, identification of difficulties in teaching; on the other hand, it is found that one of the most used generation strategies that collect the elements of Pedagogical Content Knowledge is the Lesson Study (LS).

Keywords:
professional development; teacher knowledge; science teaching; pedagogical practice