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| Title: | 教師專業發展知識圖譜之可視化分析
Visual analysis of the knowledge map on teacher professional development |
| Authors: | 賴荷婷
Lai, Ho-Ting |
| Contributors: | 吳政達
Wu, Cheng-Da
賴荷婷
Lai, Ho-Ting |
| Keywords: | 教師專業發展
知識圖譜
文獻計量法
teacher professional development
knowledge map
bibliometrics |
| Date: | 2024 |
| Issue Date: | 2024-03-01 14:22:24 (UTC+8) |
| Abstract: | 本研究目的透過文獻計量法建構教師專業發展知識圖譜並進行可視化分析，使用Scopus 資料庫中1924至2022年總計27,810篇文獻並透過VOSviewer軟體進行合作分析、共現分析、共被引分析及耦合分析教師專業發展研究社群合作情形、研究熱點、知識基礎及研究前沿結果摘要如下：
一、國家（地區）、機構及作者之間的合作主要來自美英澳等國並任職於大學居多，研究主題也因國家、地區及族群需求不同而增加多元性。
二、關鍵詞共現分析發現教師專業發展研究主要有四個研究熱點分別為教育、教師訓練、師範教育及專業學習。
三、文獻共被引分析教師專業發展主要有七項知識基礎，情境學習理論及反思實踐為專業學習及社群實踐提供理論基礎，教師專業發展演進三階段（重點學科、教育創新、跨域合作）為專業社群跨專業合作提供其理論基礎。其次，標準運動提供教師專業發展必然的背景因素，將學生的學習置於有意義的背景中為創建學習社群及師生討提供其理論基礎。接著透過典範轉移，教師專業發展研究方法走向，逐漸走向質性及量化混合的研究方法。然後Bandura自我效能理論為新手教師研究提供理論基礎。最後情境認知理論則為科學教育及教學知識內容理論架構及有效的教學提供其理論基礎。
四、文獻耦合分析教師專業發展研究前沿主題包括專業認同、教師學習、師生關係、科技融入教學內容知識、專業發展的評估、STEM課程教學變革、以學生為中心、持續專業發展及學習社群等九個研究前沿。
五、建議未來的研究可使用其他軟體工具來進一步進行聚類分析及路徑分析，以分析關鍵論文前後引用關係，了解理論發展脈絡及子領域當前研究趨勢。
The main goal of this research work was accomplished by using a bibliometric analysis based on 27,810 documents from the Scopus database published between 1924 and 2022 to construct a teacher professional development knowledge map and conducts visual analysis. It uses VOSviewer to conduct co- authorship analysis, co-occurrence analysis, co-citation analysis and bibliographic coupling analysis, and discovers the country‑wise and institution‑wise contribution, research hot spots, and the knowledge base and research frontiers are as follows:
1. Cooperation between countries (regions), institutions and authors mainly come from the United States, Britain, Australia and other countries, and most of them work in universities. Research topics also increase in diversity due to different needs of countries, regions and ethnic groups.
2. Keyword co-occurrence analysis found that there are four main research hotspots in teacher professional development research: education, teacher training, teacher education and professional learning.
3. Co-citation analysis: Teacher professional development mainly has seven knowledge bases. Situated learning theory and reflective practice provide a theoretical basis for professional learning and community practice. Teacher professional development evolves in three stages provides a theoretical basis for cross-professional cooperation among professional communities. Secondly, the standards movement provides necessary background factors for teachers’ professional development, placing students’ learning in a meaningful context and providing a theoretical basis for creating learning communities and teacher-student discussions. Then, through paradigm shift, the research method trend of teacher professional development gradually moved towards a mixed qualitative and quantitative research method. Then Bandura's self-efficacy theory provides a theoretical basis for novice teacher research. Finally, situational cognition theory provides the theoretical basis for the theoretical framework of science education and teaching knowledge content and effective teaching.
4. Bibliographic Coupling Analysis The cutting-edge topics of teacher professional development research include professional identity, teacher learning, teacher-student relationship, integration of technology into teaching content knowledge, professional development evaluation, STEM curriculum teaching reform, student-centeredness, continuous professional development and learning community and nine research fronts.
5. It is recommended that future research can use other software to further conduct cluster analysis and path analysis to analyze the citation relationships of key papers and understand the theoretical development context and current research trends in sub-fields. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
106911003 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0106911003 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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