International Journal of Scientific Research and Engineering Development

Teachers' professional knowledge has long occupied a central place in research on teaching quality, teacher education, and student learning outcomes. This paper synthesizes conceptual and empirical literature to examine how professional knowledge has been defined, categorized, and theorized since the foundational work of the 1980s. It traces the evolution from early notions of “practical knowledge” to structured frameworks such as Pedagogical Content Knowledge (PCK), Mathematical Knowledge for Teaching (MKT), and Technological Pedagogical Content Knowledge (TPACK). The paper further discusses contemporary perspectives that extend professional knowledge to encompass digital competence, socio-emotional awareness, and equity-oriented practice. Three original figures and three tables are presented to illustrate the conceptual architecture, comparative emphasis across frameworks, and historical development of the field. The discussion concludes by identifying gaps in current understanding and proposing directions for future research, particularly regarding the integration of technology and inclusive pedagogy into teacher knowledge models.

Mr.Janmajaya Padhan, Dr.Dibakar Sarangi, "Professional Knowledge of Teachers: Concepts, Components, and Contemporary Perspectives " International Journal of Scientific Research and Engineering Development, V8(6): Page(3242-3248) Nov-Dec 2025. ISSN: 2581-7175. www.ijsred.com. Published by Scientific and Academic Research Publishing.