Mapping the Categories and Trends of Teacher Education Research: 1980-2020
Author: Jia-Li Huang (Institute of Teacher Education, Faculty of Education, Beijing Normal University), Mei-Ju Chen (Department of Education and Learning Technology, National Tsing Hua University), Hsuan-Jui Weng (Department of Education and Learning Technology, National Tsing Hua University)
Vol.&No.：Vol. 67, No. 3
Date：September 2022
Pages：1-35
DOI：https://doi.org/10.6209/JORIES.202209_67(3).0001
Abstract：
Context and Research Questions
Trends in teacher education research reflect changes in policies, systems, and practices as well as the challenges and strategies involved in addressing them. A thorough understanding of these trends is required to propose effective changes to policies and systems and improve teacher education practices (Darling-Hammond, 2016). However, a thorough review of the relevant literature is necessary to determine the factors influencing these trends.
To identify issues and knowledge structures in teacher education and examine how these issues are studied, analyzed, and interpreted, researchers must understand how trends in teacher education research have shifted over time and how these trends have influenced teacher education practices. Therefore, we used bibliometric tools to explore the past, present, and future of teacher education research as well as the knowledge clusters and trends in international research on teacher education that are hidden in co-occurrences and burst terms.
2. Literature Review
2.1 Research Scope
We examined teacher education during the preservice and induction periods. The terms preservice teacher, teacher student, prospective teacher, and teacher candidate are used to denote individuals that have not yet become regular (in-service) teachers and were the key terms searched for in this study.
2.2 Approaches to Teacher Education Research
Teacher education research is greatly influenced by political and professional developments; thus, contemporary historical and political contexts, the positioning of teacher education, definitions of teacher education issues, and research methods influence the body of research (Cochran-Smith & Fries, 2005). Teacher education research considers both the teaching profession and policy implications (Darling-Hammond, 2016). Research on the teaching profession considers the knowledge and competencies of effective teaching strategies for school education, and various theoretical perspectives (e.g., teacher belief, teacher identity) have been used to explore the influencing factors of preservice teachers’ learning experiences (Cochran-Smith, 2016; Popkewitz et al., 1979).
2.3 Types of Teacher Education Research Frameworks
Teacher education research has been categorized into handbooks and literature reviews. Both have their own characteristics, advantages, and limitations. For example, teacher education research handbooks are limited by the editors’ judgments and choices of the author or editor. Moreover, they primarily discuss current issues and are thus not wholly reflective of the overarching knowledge structure of teacher education research. By contrast, literature reviews often collect and analyze literature on the basis of a specific perspective or concept but lost others (Houston, 2008). The evolution of perspectives, methodologies, and approaches has increased the discourse and diversity within teacher education research (Cochran-Smith & Fries, 2005; Shulman, 1986).
3. Methods
To investigated development of teacher education research, academic articles from 1980 to 2020 that double-blind peer reviews were retrieved from the Web of Science. After filtering for relevance, 1,779 articles were shortlisted. Next, the bibliometric tools, VOSviewer and CiteSpace, were used to understand the focus of teacher education research during different periods, to describe the changes and challenges of teacher education policies, systems, and practices over the past 40 years, and to identify future research trends.
4. Results and Discussion
We identified five clusters of teacher education research: teaching practice and reflection, teacher education program design, teacher beliefs and qualitative research, teacher knowledge and self-efficacy, and teacher identity. By analyzing keywords and burst terms, we discovered 44 burst terms that evolved over time. In addition, the research hotspots have varied over the past 40 years, with each trend lasting only a short period. During 1980-2010, teacher education research was dominated by teacher education policy, including training and reform. After 2010, the focus of research alternated between teaching practices and noncognitive learning. Between 2015 and 2020, mathematics, content knowledge, and pedagogical content knowledge were the focus of research, indicating the importance of teacher knowledge and mathematics.
Finally, through the literature review and a big data analysis, we discovered the following trends in teacher education research:
(1) At the macro level, the focus of teacher training policies has gradually shifted from teacher education to the implementation of educational equity and social justice.
(2) On a more specific level, the how institutions cooperate with schools for teacher education and how they analyze the impacts of certain contexts on teacher education process have changed.
(3) On the micro level, teacher education has been gradually extended to include changes in various aspects of preservice teachers’ learning.
5. Suggestions
Research on teacher education policy is based on multiple standpoints—and in some cases, opposition. Future policy research should employ empirical, scientific evidence to improve policy and debate the effectiveness of teacher education.
Teacher education research is deeply influenced by political, social, and cultural factors and should be conducted by teams that test, collect, and analyze data on preservice teachers’ learning environments to identify influential contextual factors. By so doing, a strong foundation can be established for the systematic design of teacher education programs and acquisition of supporting resources.
The cognitive and noncognitive learning of preservice teachers is influenced by their personalities and preparation. How changes occur and how preservice teachers can be internally motivated should continue to be explored.
Going forward, researchers should consider philosophical, historical, and sociological insights to assess global developments and identify new research goals by reflecting on the academic discourse with peers and across boundaries.
Keywords：bibliometric analysis, futurology, knowledge cluster, research in teacher education, trend analysis
《Full Text》
References：
- 李奉儒（2001）。英國教育改革：以中小學教育階段為例。載於李奉儒（主編），英國教育：政策與制度（頁11-29）。濤石。【Lee, F.-J. (2001). Education reform of British: A case study on the primary and secondary education. In F.-J. Lee (Ed.), Education in England and Wales: Policies and institutions (pp. 11-29). TaoShi.】
- 李杰（2018）。科學知識圖譜原理及應用：VOSviewer和CitNetExplorer初學者指南。高等教育。【Li, J. (2018). Principles and applications of mapping knowledge domains: A beginner’s guide to VOSviewer and CitNetExplorer. Higher Education Press.】
- 李杰、陳超美（2017）。CiteSpace科技文本挖掘及可視化（第二版）。首都經濟貿易大學。【Li, J., & Chen, C.-M. (2017). CiteSpace: Text mining and visualization in scientific literature (2nd ed.). Capital University of Economics and Business Press.】
- 許建將（2019）。文獻計量學在教育研究上之應用。教育科學期刊，18（1），51-69。【Sheu, J.-J. (2019). The application of bibliometrics in educational research. The Journal of Educational Sciences, 18(1), 51-69.】
- 黃嘉莉（2008）。NCATE師資培育認證制度問題之探討。教育政策論壇，11（3），111-142。【Huang, J.-L. (2008). An analysis on NCATE’s accreditation of teacher education in the United States. Educational Policy Forum, 11(3), 111-142.】
» More
- 李奉儒（2001）。英國教育改革：以中小學教育階段為例。載於李奉儒（主編），英國教育：政策與制度（頁11-29）。濤石。【Lee, F.-J. (2001). Education reform of British: A case study on the primary and secondary education. In F.-J. Lee (Ed.), Education in England and Wales: Policies and institutions (pp. 11-29). TaoShi.】
- 李杰（2018）。科學知識圖譜原理及應用：VOSviewer和CitNetExplorer初學者指南。高等教育。【Li, J. (2018). Principles and applications of mapping knowledge domains: A beginner’s guide to VOSviewer and CitNetExplorer. Higher Education Press.】
- 李杰、陳超美（2017）。CiteSpace科技文本挖掘及可視化（第二版）。首都經濟貿易大學。【Li, J., & Chen, C.-M. (2017). CiteSpace: Text mining and visualization in scientific literature (2nd ed.). Capital University of Economics and Business Press.】
- 許建將（2019）。文獻計量學在教育研究上之應用。教育科學期刊，18（1），51-69。【Sheu, J.-J. (2019). The application of bibliometrics in educational research. The Journal of Educational Sciences, 18(1), 51-69.】
- 黃嘉莉（2008）。NCATE師資培育認證制度問題之探討。教育政策論壇，11（3），111-142。【Huang, J.-L. (2008). An analysis on NCATE’s accreditation of teacher education in the United States. Educational Policy Forum, 11(3), 111-142.】
- 黃嘉莉（2015）。臺灣師資培育制度市場化與專業化之回顧與省思。載於吳清基、黃嘉莉（主編），〈師資培育法〉20年來的回顧與前瞻（頁103-140）。中華民國師範教育學會。【Huang, J.-L. (2015). The retrospective and reflection on the marketization and professionalization of teacher education system in Taiwan. In C.-J. Wu & J.-L. Huang (Eds.), Teacher Education Act: Developments over the last twenty years past and future (pp. 103-140). Teacher Education Society of R.O.C..】
- 黃嘉莉、武佳瀅（2021）。表現本位教育實習成績評量制度之建構及其試辦成果分析。教育科學研究期刊，66（1），1-38。https://doi.org/10.6209/JORIES.202103_66(1).0001【Huang, J.-L., & Wu, C.-Y. (2021). Outcomes of the application of performance-based assessment system for educational practicums. Journal of Research in Education Sciences, 66(1), 1-38. https://doi.org/10.6209/JORIES.202103_66(1).0001】
- 黃嘉莉、陳學志、王俊斌、洪仁進（2020）。師資職前教師專業素養與課程基準之建構及其運用。教育科學研究期刊，65（2），1-35。http://doi.org/10.6209/JORIES.202006_65(2).0001【Huang, J.-L., Chen, H.-C., Wang, C.-P., & Hung, R.-J. (2020). Construction and application of teacher professional standards and curriculum baseline for preservice teacher education. Journal of Research in Education Sciences, 65(2), 1-35. http://doi.org/10.6209/JORIES.202006_65(2).0001】
- 歐崇敬（2001）。未來學方法論。新視野圖書。【Oue, C.-C. (2001). A method of futurology. New View Book.】
- 潘慧玲、洪秋瑋（2020）。標準本位政策脈絡下師資培育改革成效之評估：應用「行動模式／改變模式圖式」分析師資培育學程。教育科學研究期刊，65（2），73-104。https://doi.org/10.6209/JORIES.202006_65(2).0003【Pan, H.-L., & Hung, C.-W. (2020). Effects of teacher education reform in the standard-based policy context: Analysis of a teacher education program by applying the action model/change model schema. Journal of Research in Education Sciences, 65(2), 73-104. https://doi.org/10.6209/JORIES.202006_65(2).0003】
- Aldrich, R. (2014). Nature, nurture and neuroscience: Some future directions for historians of education. Paedagogica Historica, 50(6), 852-860. https://doi.org/10.1080/00309230.2014.948011
- Allas, R., Leijen, Ä., & Toom, A. (2020). Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge. Teachers and Teaching, 26(2), 166-192. https://doi.org/10.1080/13540602.2020.1758053
- Anderson, S. E. (1997). Understanding teacher change: Revisiting the concerns based adoption model. Curriculum Inquiry, 27(3), 331-367. https://doi.org/10.1080/03626784.1997.11075495
- Bandura, A. (1977). Social learning theory. Prentice Hall.
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
- Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
- Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Sage.
- Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
- Beijaard, D., Korthagen, F., & Verloop, N. (2007). Understanding how teachers learn as a prerequisite for promoting teacher learning. Teachers and Teaching: Theory and Practice, 13(2), 105-108. https://doi.org/10.1080/13540600601152298
- Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128. https://doi.org/10.1016/j.tate.2003.07.001
- Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). MacMillan.
- Braam, R. R., Moed, H. F., & Van Raan, A. F. J. (1991). Mapping of science by combined co-citation and word analysis II: Dynamical aspects. Journal of the American Society of Information Science, 42, 252-266. https://doi.org/10.1002/(SICI)1097-4571(199105)42:4<252::AID-ASI2>3.0.CO;2-G
- Callon, M., Courtial, J. P., Turner, W. A., & Bauin, S. (1983). From translations to problematic networks an introduction to co-word analysis. Social Science Information, 22, 191-235. https:// doi.org/10.1177/053901883022002003
- Carnegie Task Force on Teaching as a Profession. (1986). A national prepared: Teachers for the twenty-first century. Carnegie Task Force on Education and the Economy.
- Chen, C. (2006). CiteSpace II: Detecting and visualizing emerging trends and transient patterns in scientific literature. Journal of the American Society for Information Science and Technology, 57, 359-377. https://doi.org/10.1002/asi.20317
- Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3-17. https://doi.org/10.3102/0013189X034007003
- Cochran-Smith, M. (2016). Teaching and teacher education: Absence and presence in AERA presidential addresses. Educational Researcher, 45(2), 1-8. https://doi.org/10.3102/0013189X16639040
- Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 69-107). Lawrence Erlbaum.
- Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, part I. Journal of Teacher Education, 66(1), 7-20. https://doi.org/10.1177/0022487 114549072
- Cochran-Smith, M., & Zeichner, K. (2005). Executive summary. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 1-36). Lawrence Erlbaum.
- Cochran-Smith, M., Baker, M., Burton, S., Chang, W. C., Carney, M. C., Fernández, M. B., Keefe, E. S., Miller, A. F., & Sánchez, J. G. (2017). The accountability era in US teacher education: Looking back, looking forward. European Journal of Teacher Education, 40(5), 572-588. https://doi.org/10.1080/02619768.2017.1385061
- Conant, J. B. (1963). The education of American teacher. McGraw-Hill.
- Conway, P. F., & Clark, C. M. (2003). The journey inward and outward: A re-examination of Fuller’s concerns-based model of teacher development. Teaching and Teacher Education, 19, 465-482. https://doi.org/10.1016/S0742-051X(03)00046-5
- Conway, P. F., Murpy, R., Rath, A., & Hall, K. (2009). Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. https://www.teaching council.ie/en/publications/research/documents/learning-to-teach-and-its-implications-for-the-continuum-of-teacher-education.pdf
- Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22(1), 7-9. https://doi.org/10.1207/s15328023top2201_2
- Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28-56. https://doi.org/10.1111/0161-4681.00047
- Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83-91. https://doi.org/10.3102/0013189 X16639597
- Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60-71. https://doi.org/10.1080/01626620.2019.1704464
- Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
- Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8-15. https://doi.org/10.1177/003172171209300603
- Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
- Darling-Hammond, L., Ramos-Beban, N., Altamirano, R. P., & Hyler, M. E. (2016). Be the change: Reinventing school for student success. Teachers College Press.
- Dewey, J. (1933). How we think. D. C. Heath.
- Earley, P. (2000). Finding the culprit: Federal policy and teacher education. Educational Policy, 14(1), 25-39. https://doi.org/10.1177/0895904800014001004
- Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226. https://doi.org/10.3102/00028312006002207
- Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education (74th yearbook of the National Society of Education) (pp. 25-52). University of Chicago Press.
- Gage, N. (1964). Theories of teaching. Teachers College Record, 65(9), 268-285.
- Goodlad, J. I. (1990). The occupation of teaching in schools. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimension of teaching (pp. 3-34). Jossey-Bass.
- Goodwin, A. L. (1992). Book reviews. Teacher College Record, 94(2), 414-417.
- Grainger, P. (2020). How do pre-service teacher education students respond to assessment feedback? Assessment & Evaluation in Higher Education, 45(7), 913-925. https://doi.org/10.1080/02602938. 2015.1096322
- Guo, Y.-M., Huang, Z.-L., Guo, J., Guo, X.-R., Li, H., Liu, M.-Y., Ezzeddine, S., & Nkeli, M. J. (2021). A bibliometric analysis and visualization of blockchain. Future Generation Computer Systems, 116, 316-332. https://doi.org/10.1016/j.future.2020.10.023
- Hao, Y., & Lee, K.-S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250-260. https://doi.org/10.1016/j.chb.2015.12.022
- Hao, Y., & Lee, K.-S. (2017). Inquiry of pre-service teachers’ concern about integrating Web 2.0 into instruction. European Journal of Teacher Education, 40(2), 191-209. https://doi.org/10.1080/02619768.2017.1285278
- Heikonen, L., Pietarinen, J., Toom, A., Soini, T., & Pyhältö, K. (2020). The development of student teachers’ sense of professional agency in the classroom during teacher education. Learning: Research and Practice, 6(2), 114-136. https://doi.org/10.1080/23735082.2020.1725603
- Hiltunen, M., Kärkkäinen, S., & Keinonen, T. (2019). Biology student teachers’ dialogic talk in inquiry-based instruction. Journal of Biological Education, 54(2), 1-15. https://doi.org/10.1080/00219266.2019.1575264
- Holmes Group. (1986). Tomorrow’s teachers. Author.
- Hong, J.-C., Horng, J.-S., Lin, C.-L., & ChanLin, L.-J. (2008). Competency disparity between pre-service teacher education and in-service teaching requirements in Taiwan. International Journal of Educational Development, 28(1), 4-20. https://doi.org/10.1016/j.ijedudev.2006.12.004
- Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 1-15. https://doi.org/10.1080/02607476.2017.1251111
- Houston, W. R. (1990). Preface. In W. R. Houston (Ed.), The handbook of research on teacher education (pp. i-xi). Macmillan.
- Houston, W. R. (2008). Foreword. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 30-33). Routledge.
- Huang, J.-L. (2015). Cultivating teacher thinking: Ideas and practice. Educational Research for Policy and Practice, 14(3), 247-257. https://doi.org/10.1007/s10671-015-9184-1
- Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57. http://hub.mspnet.org/index.cfm/9327
- Hung, J.-L. (2012). Trends of e-learning research from 2000 to 2008: Use of text mining and bibliometrics. British Journal of Educational Technology, 43, 5-16. https://doi.org/10.1111/j. 1467-8535.2010.01144.x
- Inayatullah, S. (2013). Futures studies: Theories and methods. In F. G. Junquera (Ed.), There’s a future: Visions for a better world (pp. 37-65). BBVA Open Mind.
- Jie, L., Shimin, G., & Zhijuan, Y. (2017). Visualization analysis on knowledge organization based on Web of Science. International Journal of Science, 4, 1-9. https://doi.org/10.1007/978-3-642- 32018-7_6
- Kaufman, L., & Rousseeuw, P. J. (1990). Finding groups in data: An introduction to cluster analysis. John Wiley & Sons.
- Keary, A., Babaeff, R., Clarke, S., & Garnier, K. (2020). Sedimented professional identities: Early childhood education pre-service teachers. Teachers and Teaching, 26(1), 1-16. https://doi.org/10.1080/13540602.2020.1823829
- Kennedy, M. (1996). Research genres in teacher education. In F. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 120-154). Jossey-Bass.
- Kim, H., & Hannafin, M. J. (2008). Situated case-based knowledge: An emerging framework for prospective teacher learning. Teaching and Teacher Education, 24(7), 1837-1845. https://doi. org/10.1016/j.tate.2008.02.025
- Knezic, D., Meijer, P., Toom, A., Leijen, Ä., Mena, J., & Husu, J. (2019). Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning. European Journal of Teacher Education, 42(5), 539-556. https://doi.org/10.1080/02619768.2019.1652901
- Kodama, H., Watatani, K., & Sengoku, S. (2013). Competency-based assessment of academic interdisciplinary research and implication to university management. Research Evaluation, 22(2), 93-104. https://doi.org/10.1093/reseval/rvs040
- Koerner, J. D. (1963). The miseducation of American teachers. Houghton Mifflin.
- Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
- Kurian, G. T., & Graham, T. T. M. (1996). Encyclopedia of the future. Simon & Schuster Macmillan.
- Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228-233. https://doi.org/10.1177/002248710005100 3011
- Lagemann, E. C. (2000). An elusive science: The troubling history of education research. University of Chicago Press.
- Lahav, R. (1973). Futurology and education: Four futurologists and their theories of education. Journal of Educational Thought, 7(1), 48-64. https://doi.org/10.11575/jet.v7i1.43644
- Lanier, J. (1982). Teacher education: Needed research and practice for the preparation of teaching professionals. In D. Corrigan, D. Palmer, & P. Alexander (Eds.), The future of teacher education (pp. 13-36). Texas A & M University.
- Lassila, E. T., Jokikokko, K., & Uitto, M. (2017). The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education, 40(3), 379-393. https://doi.org/10.1080/02619768.2017.1315401
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Liao, H., Tang, M., Luo, L., Li, C., Chiclana, F., & Zeng, X.-J. (2018). A bibliometric analysis and visualization of medical big data research. Sustainability, 10, 166. https://doi.org/10.3390/su10010166
- Livingston, K., & Flores, M. A. (2017). Trends in teacher education: A review of papers published in the European Journal of Teacher Education over 40 years. European Journal of Teacher Education, 40(5), 551-560. https://doi.org/10.1080/02619768.2017.1387970
- Lortie, D. (1975). School teacher: A sociological study. University of Chicago Press.
- Lourenço, O. M. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in Psychology, 40, 123-137. https://doi.org/10.1016/j.newideapsych.2015.08.002
- Marshakova, I. M. (1973). System of document connections based on references. Nauchno- Teknicheskaya Informatsiya, 2(6), 3-8.
- McCaw, C. T. (2021). Liminality and the beginning teacher: Strangers, frauds and dancing in the disequilibrium. Cambridge Journal of Education, 51(3), 395-409. https://doi.org/10.1080/0305764X.2020.1844150
- McDowall, A. (2020). You are not alone: Pre-service teachers’ exploration of ethics and responsibility in a compulsory indigenous education subject. M/C Journal, 23(2). https://doi. org/10.5204/mcj.1619
- McLean, L. (2002). Review of an elusive science: The troubling history of education research. Teacher College Record, 104(1), 99-108.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
- Mitchell, D. M., & Reid, J. A. (2017). (Re)turning to practice in teacher education: Embodied knowledge in learning to teach. Teachers and Teaching, 23(1), 42-58. https://doi.org/10.1080/ 13540602.2016.1203775
- National Commission on Teaching and America’s Future. (1996). What matters most: Teaching for America’s future. Author.
- Oropeza, S. L., & Jerome, F. H. (2019). Rethinking student teacher feedback: Using a self-assessment resource with student teachers. Journal of Teacher Education, 70(2), 155-168. https://doi.org/10.1177/0022487117734535
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
- Parr, G., Faulkner, J., & Rowe, C. (2017). Dialogue and reciprocity in an international teaching practicum. Asia-Pacific Journal of Teacher Education, 45(2), 162-179. https://doi.org/10.1080/ 1359866X.2016.1199774
- Peterson, A. (2014). Why I teach. Educational Horizons, 93(2), 32-32. https://doi.org/10.1177/0013175X14561427
- Phillips, D. C. (1973). Futurology: Difficulties and doubts. Australian Journal of Political Science, 8(2), 346-355. https://doi.org/10.1080/00323267308401401
- Popkewitz, T. S., Tabachnick, B. R., & Zeichner, K. M. (1979). Dulling the senses: Research in teacher education. Journal of Teacher Education, 30(5), 52-60. https://doi.org/10.1177/002248 717903000527
- Puustinen, M., Säntti, J., Koski, A., & Tammi, T. (2018). Teaching: A practical or research-based profession? Teacher candidates’ approaches to research-based teacher education. Teaching and Teacher Education, 74, 170-179. https://doi.org/10.1016/j.tate.2018.05.004
- Rice, J. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Economic Policy Institute.
- Rigelman, N. M., & Ruben, B. (2012). Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching. Teaching and Teacher Education, 28(7), 979-989. https://doi.org/10.1016/j.tate.2012.05.004
- Ross, E. W. (1988). Becoming a teacher: The development of preservice teacher perspectives. Action in Teacher Education, 10(2), 101-109. https://doi.org/10.1080/01626620.1988.10519395
- Saariaho, E., Anttila, H., Toom, A., Soini, T., Pietarinen, J., & Pyhältö, K. (2018). Student teachers’ emotional landscapes in self- and co-regulated learning. Teachers and Teaching, 24(5), 538-558. https://doi.org/10.1080/13540602.2018.1430565
- Sarason, S. B., Davidson, K. S., & Blatt, B. (1962). The preparation of teachers: An unstudied problem in education. Wiley.
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Temple Smith.
- Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass.
- Schussler, D. L., Stooksberry, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self-awareness. Journal of Teacher Education, 61(4), 350-363. https://doi.org/10.1177/0022487110371377
- Shannon-Baker, P. A. (2020). “Those who can’t hear must feel”: Confronting racism, privilege, and self with pre-service teachers. Theory Into Practice, 59(3), 300-309. https://doi.org/10.1080/00405841.2020.1740020
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
- Shulman, L. S. (2004). The wisdom of practice: Managing complexity in medicine and teaching. In S. M. Wilson (Ed.), The wisdom of practice: Essays on teaching, learning, and learning to teach (pp. 251-271). Jossey-Bass.
- Shulman, L. S., & Elstein, A. S. (1975). Studies of problem solving, judgment, and decision making: Implications for educational research. Review of Research in Education, 3, 3-42. https://doi.org/10.2307/1167252
- Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia- Pacific Journal of Teacher Education, 36(2), 79-104. https://doi.org/10.1080/13598660801971658
- Thanuskodi, S., & Umamaheswari, P. (2013). Bibliometric analysis of Electronic Journal of Knowledge Management. International Journal of Advanced Library and Information Science, 1, 23-32.
- Toom, A., Tiilikainen, M., Heikonen, L., Leijen, Ä., Mena, J., & Husu, J. (2019). Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice. Teachers and Teaching, 25(3), 1-17. https://doi.org/10.1080/13540602.2019.1652162
- Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, 41(3), 301-317. https://doi.org/10.1080/02619768.2018.1448777
- Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84, 523-538. https://doi.org/10.1007/s11192-009-0146-3
- Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Suny Press.
- Van Rijswijk, M. M., Bronkhorst, L. H., Akkerman, S. F., & Van Tartwijk, J. (2018). Changes in sensed dis/continuity in the development of student teachers throughout teacher education. European Journal of Teacher Education, 41(3), 282-300. https://doi.org/10.1080/02619768.2018. 1448782
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Wang, X.-N., & Liu, C.-L. (2009). Attempt to use burst detection in co-word clustering analysis. Library and Information Service, 53(12), 104-107. https://doi.org/10.1145/2903220.2903229
- Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists … in their own words (pp. 209-218). Routledge.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
- Whitehurst, G. J. (2002). Scientifically based research on teacher quality: Research on teacher preparation and professional development. http://citeseerx.ist.psu.edu/viewdoc/download?doi= 10.1.1.468.8079&rep=rep1&type=pdf
- Whittaker, J., Courtial, J. P., & Law, J. (1989). Creativity and conformity in science: Titles, keywords and co-word analysis. Social Studies of Science, 19, 473-496. https://doi.org/10.1177/030631289019003004
- Whitty, G., Power, S., & Halpin, D. (1998). Devolution & choice in education: The school, the state and the market. The Australian Council for Educational Research.
- Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178. https://doi.org/10.3102/00346543068002130
- Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3-9. https://doi.org/10.1177/002248718303400302
- Zeichner, K. M. (1999). The new scholarship in teacher education. Educational Research, 28(9), 4-15. https://doi.org/10.3102/0013189X028009004
- Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Routledge.
- Zhang, J., Yu, Q., Zheng, F., Long, C., Lu, Z., & Duan, Z. (2016). Comparing keywords plus of WOS and author keywords: A case study of patient adherence research. Journal of the Association for Information Science & Technology, 67(4), 967-972. https://doi.org/10.1002/asi.23437