Abstract

This study's main objective is to analyze in the annals of the ESERA Conferences (European Association for Research in Scientific Education) between the years 2009 and 2021 what has been investigated about teaching professional knowledge and how this topic has been conceptualized in works in the Chemistry teaching field in axes related to teacher training. To this end, the analysis of the texts was based on the assumptions of documentary research in qualitative approaches. The results indicate that the teaching professional knowledge in these works in the field of ​​Chemistry teaching has been mainly supported by the contributions of Lee Shulman and collaborators regarding the concept of pedagogical content knowledge (PCK), in addition, there was an absence of ethical and moral dimensions of teaching knowledge.