1980～2020年國際師資培育 研究聚類與趨勢分析 Mapping the Categories and Trends of Teacher Education Research: 1980-2020
摘要
本研究旨在探究1980～2020年國際師資培育研究的知識結構與趨勢，運用文獻計量法，分析高頻率出現作者、文獻知識聚類及突現詞探尋研究趨勢，以瞭解師資培育研究在不同時間序列中所關注的熱點，描繪40年來師資培育研究在政策、制度與實務的變革及挑戰，並展望未來研究趨勢。本研究採用VOSviewer和CiteSpace文獻計量工具，從Web of Science資料庫中選取1,779篇師資培育研究期刊論文，分析結果共有五聚類：教學實踐與反思、師資培育學程設計、教師信念與質性研究、教師知識與自我效能、教師認同。除此之外，師資培育研究趨勢為：一、巨觀層次的師資培育政策發展研究，由研究政策對師資培育的影響，逐漸轉為落實教育公平與社會正義之探討；二、中程層次的培養機構，轉變為與學校合作培養師資生，再擴及到情境脈絡對師資培育過程之影響分析；三、微觀層次的師資生學習，則從關注師資生在行動中反思以獲得知識與技能，逐步擴展至師資生學習成為教師中各面向的改變。最後，本研究提出師資培育研究未來展望，包括有效的師資培育政策、系統設計師資培育、師資生學習，以供參考。 1. 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 h