Trends in research on teacher education in information and communication technologies: a bibliometric analysis
Abstract
The aim of this article is to identify trends in research on teacher education in information and communication technologies in the Web of Science. An observational, descriptive, and retrospective study was conducted on 402 articles published between 2000 and 2021 using bibliometric analysis. The Web of Science database was used to identify worldwide scholarly production on ICT teacher education. The results show an exponential growth in scholarly production, demonstrating the leading role of universities in creating knowledge on teacher education in the field of information and communication technologies, with most of their contributions published in high-impact journals. The conclusion is that the trends reveal the interest in knowledge creation in the field of study and that it is a major pedagogical trend in the global education ecosystem, increasing its relevance to teaching. However, there are limitations due to the preparation of teachers to use these technologies and their lack of integration in the classroom, recognizing that modern technologies are being used in teacher education to transform traditional teaching methods to enhance student learning.
Downloads
Metrics
References
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
Bakhov, I., Rudenko, Y., Dudnik, A., Dehtiarova, N., & Petrenko, S. (2021). Problems of Teaching Future Teachers of Humanities the Basics of Fuzzy Logic and Ways to Overcome Them. International Journal of Early Childhood Special Education, 13(2), 844–854. https://doi.org/10.9756/INT-JECSE/V13I2.211127
Blomeke, S., Nilsen, T., & Scherer, R. (2021). School Innovativeness Is Associated With Enhanced Teacher Collaboration, Innovative Classroom Practices, and Job Satisfaction. Journal of Educational Psychology, 113(8), 1645–1667. https://doi.org/10.1037/edu0000668
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating Preservice Teachers’ Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63-73
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31-51
Da Silva, S., Perlin, M., Matsushita, R., Santos, A. A. P., Imasato, T., & Borenstein, D. (2019). Lotka’s law for the Brazilian scientific output published in journals. Journal of Information Science, 45(5), 705–709. https://doi.org/10.1177/0165551518801813
Díaz, V. (2006). Formación Docente , Práctica Pedagógica y Saber Pedagógico Víctor Díaz Quero. Laurus, revista de educación, 12, 88–103. http://www.redalyc.org/pdf/761/76109906.pdf
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199. https://doi.org/10.1016/j.compedu.2007.05.001
Gomez-Trigueros, I. M., & de Aldecoa, C. Y. (2021). The Digital Gender Gap in Teacher Education: The TPACK Framework for the 21st Century. European Journal of Investigation in Health Psychology and Education, 11(4), 1333–1349. https://doi.org/10.3390/ejihpe11040097
Gregorio-Chaviano, O., Limaymanta, C. H., & López-Mesa, E. K. (2020). Análisis bibliométrico de la producción científica latinoamericana sobre COVID-19. Biomedica : revista del Instituto Nacional de Salud, 40(2), 104–115. https://doi.org/10.7705/biomedica.5571
Hinojo Lucena, F. J., Cáceres Reche, M. P., Gómez García, G., & Romero Rodríguez, J. M. (2018). Análisis de competencias profesionales desarrolladas respecto al uso de las TIC. Una perspectiva de género presentada por el profesorado de Educación Superior. En Angola. En Innovación pedagógica y sostenible (pp. 1–13). UMA Editorial.
Imbernon, F., & Canto, P. (2013). La formación y eL desarroLLo profesionaL deL profesorado en españa y Latinoamérica. Sinéctica, 41, 1–12. http://www.sinectica.iteso.mx/articulo/?id=41_
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
Konig, J., Jager-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
Martín, G. (2008). Las TIC en la formación del maestro. “Realfabetización” digital del profesorado. Revista Interuniversitaria de Formación del Profesorado, 22(3), 191–206. https://www.redalyc.org/pdf/274/27418813011.pdf
Nobre, A., & Mouraz, A. (2020). Reflexões sobre os efeitos da pandemia na aprendizagem digital. Dialogia, 0(36), 367–381. https://doi.org/10.5585/DIALOGIA.N36.18722
Paetsch, J., & Drechsel, B. (2021). Factors Influencing Pre-service Teachers’ Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.733830
Ramírez-Velásquez, M., Medina-Sotomayor, P., & Morocho-Macas, Á. A. (2020). Enfermedad por coronavirus 2019 (COVID-19) y su repercusión en la consulta odontológica: una revisión. Odontología Sanmarquina, 23(2), 139–146. https://doi.org/10.15381/os.v23i2.17758
Ramírez-Velásquez, M., Medina-Sotomayor, P., Morocho-Macas, Á., & Urgiles-Urgiles, C. (2021). Adecuación de las clínicas docentes odontológicas para el control de infecciones de COVID-19. Educación Médica Superior, 35(e2744), 1–21.
Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122–131. https://doi.org/10.1016/j.tate.2012.09.002
Sang, G. Y., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu.2009.07.010
Sola-Martínez, T., Cáceres-Reche, M. P., Romero-Rodríguez, J. M., & Ramos Navas-Parejo, M. (2020). Estudio Bibliométrico de los documentos indexados en Scopus sobre la Formación del Profesorado en TIC que se relacionan con la Calidad Educativa. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2). https://doi.org/10.6018/reifop.418611
Tondeur, J., van Braak, J., Sang, G. Y., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. COMPUTERS & EDUCATION, 59(CAL Conference), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
Zabalza, M. Á. (2005). Competencias docentes del profesorado universitario (Vol. 148). Narcea, S.A. de Ediciones.
Copyright (c) 2022 Angel Mauricio Ramón Noblecilla, Susana Emperatriz González Malla, Tania Elizabeth González De La Torre, Dayana Oded Hidalgo Encarnacion
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
