Analysis of Trends in Global Teacher Community Research
Author: Chuan-Chung Hsieh (Department of Education and Learning Technology, National Tsing Hua University), Yurou Song (Department of Education and Learning Technology, National Tsing Hua University), Jr-Yan Shen (International Intercollegiate Ph.D. Program, National Tsing Hua University), Wan-Lin Chiang (International Intercollegiate Ph.D. Program, National Tsing Hua University), Yun-Ruei Ku (Department of Education, National Taichung University of Education)
Vol.&No.：Vol. 70, No. 2
Date：June 2025
Pages：43-82
DOI：https://doi.org/10.6209/JORIES.202506_70(2).0002
Abstract：
Research Motivation and Purpose
As global education reforms increasingly emphasize teacher collaboration and professional development, teacher communities have emerged as a crucial mechanism for enhancing teacher professionalism, instructional quality, and student learning outcomes (Sullanmaa et al., 2022; Vescio et al., 2008). The development of teacher communities varies across cultural contexts. For example, in the United States, they emerged as a response to educational reforms (Grossman et al., 2001), whereas in Singapore, their establishment was driven by policy initiatives (Hairon & Dimmock, 2012). In Taiwan, their origins can be traced back to the Grade 1-9 Curriculum Reform (Chen & Wang, 2011).
Recent international research on teacher communities has increasingly adopted systematic reviews and bibliometric analyses (Ling & Amzah, 2022; Ni et al., 2023), whereas studies in Taiwan remain largely empirical, with relatively few retrospective analyses (Ding & Jiang, 2020). To address this gap, this study conducts a bibliometric analysis using HistCite and VOSviewer to examine the development trends, knowledge base, and core issues in teacher community research. The findings aim to provide a more comprehensive theoretical framework and practical insights for future studies and educational practices.
Literature Review
Teacher communities are groups of educators who share common values and goals, engaging in professional dialogue, experience sharing, and collaborative learning to enhance instructional practices and professional growth (Grossman et al., 2001; Lave & Wenger, 1991). The conceptualization of teacher communities varies across international contexts. For instance, Hord (2004) emphasizes “professional learning communities,” while Dufour (2004) argues that student learning should be the core focus. In Taiwan, Ding (2011) identified key components of teacher communities, including shared leadership, collaborative learning, and teaching practice exchanges. Similarly, the Ministry of Education (MOE, 2009) underscores the importance of collaboration and continuous improvement. In this study, teacher communities are defined as professional groups of educators who enhance teaching knowledge and school effectiveness through interaction and reflection.
Since the 1990s, research has focused on how teacher communities contribute to student achievement, instructional innovation, and teachers’ professional development (Vescio et al., 2008). In the 21st century, the scope of teacher communities has expanded to include online platforms, with increasing attention to their effects on teacher well-being and educational culture (Sullanmaa et al., 2022). In Taiwan, teacher community development began in 2001 with the Grade 1-9 Curriculum. In 2009, the MOE introduced professional learning communities, followed by the Curriculum Guidelines of 12-Year Basic Education in 2014, which further emphasized teacher collaboration. The COVID-19 pandemic in 2020 accelerated the development of digital teacher communities (Ding & Chiang, 2020). However, existing teacher communities in Taiwan largely remain at the levels of “cooperation” and “coordination,” with their effectiveness and sustainability yet to be fully realized.
Methodology
This study retrieved relevant literature on teacher communities from the Web of Science Core Collection using keywords such as “teacher community,” “teacher professional learning community,” and “learning community.” A total of 1,309 articles published up to December 31, 2022, were selected after applying relevance and quality criteria.
To examine the development trends and knowledge base of teacher community research, this study employed VOSviewer and HistCite for bibliometric analysis. VOSviewer visualizes co-citation networks, co-word analysis, and author collaboration networks, revealing thematic connections and scholarly influence within the research field (Van Eck & Waltman, 2014). HistCite, on the other hand, utilizes timeline mapping and citation impact analysis to trace the evolution of research and identify key publications (Garfield, 2009). This study employs co-citation, co-word, and publication trend analyses to identify core themes, scholarly impact, and future research directions in teacher community studies.
Research Findings and Recommendations
1. The Four Stages of Teacher Community Research
(1) Establishment Phase (1948-2000): Initial exploration of teacher interactions and professional growth with limited publications (Talbert & McLaughlin, 1994).
(2) Growth Phase (2000-2010): Research focused on the impact of teacher communities on teaching and student learning, developing relevant theories and applications (Grossman et al., 2001; Vescio et al., 2008).
(3) Turbulent Phase (2010-2019): Examination of internal mechanisms (e.g., trust and collective efficacy) and the influence of cultural and institutional contexts (Hairon & Dimmock, 2012; Lee et al., 2011; Vangrieken et al., 2017).
(4) Refinement Phase (2019-2022): Recent studies have explored teacher communities’ impact on burnout, job satisfaction, and well-being, while also examining their role in policy and educational reform (Lee, 2021; Sullanmaa et al., 2022).
2. Co-Citation Analysis: The Three Major Research Clusters
(1) Foundational Theories and Teacher Professional Development: Establishing the theoretical framework of teacher communities (Wenger, 1998) and highlighting the role of community interaction in professional growth (Talbert & McLaughlin, 1994).
(2) Applications of Teacher Communities and Educational Reform: Investigating how teacher communities contribute to educational reform and school development (Vescio et al., 2008) and examining the necessary resources and support for effective community functioning (McLaughlin & Talbert, 2006).
(3) Diversity and Growth of Professional Teacher Communities: Emphasizing the impact of professional teacher communities on teacher development and instructional quality, as well as their application in educational practice (Desimone, 2009; DuFour, 2004).
3. Co-Occurrence Analysis: Three Core Themes in Teacher Community Research
(1) Development and Practice: Examining the relationship between teacher professional development and instructional practice (Vescio et al., 2008)
(2) Collaborative Effectiveness: Analyzing how teacher communities enhance collaboration, professional knowledge, and student achievement (Hairon & Tan, 2017).
(3) Professional Knowledge: Focusing on subject-specific pedagogical knowledge and teacher education (Desimone, 2009).
4. Future Research Recommendations
Future research should incorporate more qualitative approaches to explore internal teacher community dynamics, particularly in relation to professional identity, collective efficacy, and teacher well-being. Additionally, international collaborations and integrative bibliometric methodologies are essential for generating comprehensive, forward-looking insights into the development of teacher communities.
Keywords：
systematic review, teacher collaboration, teacher community, teacher professional development, teaching practice