Abstract
Technological pedagogical content knowledge (TPACK) has become an emerging topic in teacher education research. This review aims to analyze the global trends of the research on preservice teachers’ technological pedagogical content knowledge (TPACK) development. The bibliometric approach examines preservice teachers’ TPACK by identifying the most cited publications, journals, authors, funding agencies, and keywords used in the eligible studies (N = 114). The results show that preservice teachers’ TPACK research began in 2007 and the scientific community’s interest in this subject has been irregular. This study presents a global perspective on preservice teachers’ TPACK and provides researchers with future directions.
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