国际教师教育研究:前沿与启示——基于2000-2024年教师教育SSCI期刊的计量与可视化分析  

International Teacher Education Research:Frontiers and Implications——Quantitative and Visual Analysis Based on SSCI Journal of Teacher Education from 2000 to 2024

作　　者：叶芮杏 李盛兵[1] 黄素君[2] YE Ruixing;LI Shengbing;VONG Soukuan(School of Education,South China Normal University,Guangzhou,Guangdong,510631,China;Faculty of Education,University of Macao,Macao,999078,China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]澳门大学教育学院,中国澳门999078

出　　处：《教师教育研究》2025年第1期106-113,共8页Teacher Education Research

摘　　要：教师教育是教育事业的工作母机,是先导性、关键性、基础性工作。教师教育研究是教育知识体系建设的重要组成部分。本文运用可视化分析软件对国际上教师教育领域影响因子排名前三的SSCI期刊,分析其2000-2024年刊载的5632篇文献信息并绘制知识图谱,以客观、直接视化的效果呈现重要教师教育的论述。研究发现:教师专业知能、心理情感特征、数字化能力、专业标准与能力框架等主题构成了当前教师教育研究的前沿。未来发展中,我国教师教育研究可以“本土的国际化”为进路,在国际舞台上突出本土教师教育的独特声音开展跨文化对等交流,在教师知能、情感、数字化能力等方面进行更加先导性的研究产出。Teacher education serves as the progenitor of the educational endeavor,embodying a leading,critical,and foundational role.Research in teacher education constitutes an integral component of the educational knowledge system construction.This study utilizes visual analysis software to examine the 5632 documents published between 2000 and 2024 in the top three SSCI journals in the teacher education field,as determined by the impact factor.A knowledge map is created to visually and objectively present the discourse on teacher education in prominent English-language journals.The research findings indicate that teachers'professional competencies,intrinsic psychological traits,digital capabilities,and professional standards and frameworks form the frontier of current teacher education research.Teacher education in China should adopt a“local internationalization”approach,highlighting the unique voice of local teacher education on the international stage for cross-cultural reciprocal exchange in the future.This approach should lead to more pioneering research outputs in teacher competencies,emotions,and digital capabilities.

关 键 词：文献计量分析 教师专业知能 心理情感特征 

分 类 号：G659[文化科学—教育学]