Abstract This review synthesized the empirical studies on chemistry teachers' PCK from the perspectives of its measurement, development, and influencing factors. Results indicated that:(1) These studies focused on examining the PCK components and their relationships; (2) Researchers mainly employed the externally-driven and internally-driven strategies to develop chemistry teachers' PCK; (3) The factors influencing the development of chemistry teachers' PCK included teachers' personal educational background, teaching experience and reflection, as well as the practical guidance from the mentor, and the influence of subject matter knowledge and belief on PCK received more attention. Based on the comparison of the research trends at home and abroad, this paper also provided relevant suggestions for the chemistry PCK research and preservice chemistry teacher education in China.
