Hot issues and frontiers of teacher knowledge researches in the 21st century: A bibliometric analysis of international core journals from 2000 to 2019

Abstract

本研究运用文献计量可视化软件CiteSpace,分析SSCI数据库中收录的2000年以来有关教师知识研究的文献,绘制了教师知识研究热点的时间线图谱,文献的关键词频次突现图谱.分析结果表明,2000年以来,国际教师知识研究的热点主要包括教师信念与整合技术的学科教学知识、教师知识与学生学业成就之间的关系、学科教学知识与教师专业学习、教师知识与教学实践之间的关系以及科学教师的知识等五个方面.研究结果同时表明,稳健型前沿主要包括:1)母语教师知识(如语文教师知识的内涵界定)以及二语教师知识研究(如实践知识);2)数学教师知识的研究(如数学教师知识的测试);3)教师培训对教师知识的影响.此外,研究结果还表明,当前国际学者越来越注重对科学教师知识以及教师知识与教学实践之间的关系研究.近年来,运用心理和教育测评技术开发教师知识测试工具以及从认知和情感两个方面对教师专业素养进行研究已成为国际教师知识研究的新的热点.由此,对于我国研究者而言,就不能仅限于从理论层面探讨教师知识的内涵,而应注重教师知识研究内容的多元拓展,开发具备高信效度的适合中国教学实际的教师知识测试工具,运用科学的研究方法实证探索我国教师知识对教学实践和学生学习的影响,以及基于我国实际探索提升教师知识的途径和方法. With the use of information visualization software Cite Space, the literature on teacher knowledge research since 2000 included in the SSCI database was analyzed. The timeline map of teacher knowledge research hotspots and the keyword frequency highlighted map of the literature was drawn. The analysis results show that, since 2000, the hotspots of international teacher knowledge research mainly include teacher beliefs and integrated technology subject teaching knowledge, the relationship between teacher knowledge and student academic performance, subject teaching knowledge and teacher professional learning,the relationship between teacher knowledge and teaching practice, and the knowledge of science teachers. At the same time, the research results show that the robust frontier mainly includes: 1) mother tongue teacher knowledge(such as the definition of language teacher knowledge) and second foreign teacher knowledge research(such as practical knowledge);2) mathematics teacher knowledge research(such as mathematics teacher knowledge test); and 3) The impact of teacher training on teacher knowledge. In addition, the research results show that current international scholars are paying more and more attentions to the research of science teacher knowledge and the relationship between teacher knowledge and teaching practice. In recent years, the use of psychological and educational evaluation techniques to develop teacher knowledge testing tools and the study of teacher professionalism from both cognitive and emotional aspects have become new hotspots in international teacher knowledge research. Therefore, for Chinese researchers, they should not be limited to discussing the connotation of teacher knowledge from a theoretical level, but should focus on the diversified expansion of the content of teacher knowledge research, and develop high reliability and validity teacher knowledge testing tools suitable for Chinese teaching practice. Scientific research methods empirically explore the local impacts of teacher knowledge on teaching practice and student learning in our country, and explore ways and methods to improve teacher knowledge based on our own reality.