TY  - JOUR
T1  - Öğretmen Etkenliği Araştırmalarının Bibliyometrik ve İçerik Analizi: 2006-2024
TT  - Bibliometric and Content Analysis of Teacher Agency Research: 2006-2024
AU  - Görkaş Kayabaşı, Büşra
PY  - 2025
DA  - November
Y2  - 2025
JF  - Baskent University Journal of Education
JO  - BUJE
PB  - Baskent University
WT  - DergiPark
SN  - 2148-3272
SP  - 35
EP  - 58
VL  - 12
IS  - Özel Sayı
LA  - tr
AB  - Bu çalışmanın amacı, öğretmen etkenliği üzerine yapılan çalışmaların eğilimlerini nicel bilim haritalama yaklaşımından yararlanarak bibliyometrik analiz yoluyla incelemektir. Çalışma kapsamında Web of Science veri tabanında SSCI, ESCI, A&HCI ve SCI-Expanded indeksli öğretmen etkenliği üzerine yapılan 504 araştırma analize dahil edilmiştir. Veriler elde edilirken dahil etme ve çıkarma kriterleri uygulanmış, PRISMA akış diyagramı ile verilerin elde edilme süreci detaylı bir şekilde gösterilmiştir. Verilerin analizinde kümeleme yöntemi, ortak atıf yöntemi ve bibliyometrik eşleme yönteminden yararlanılmış, kelime, yazar, doküman ve ülke analizi yapılmıştır. Veriler analiz edilirken R biblioshiny kütüphanesi kullanılmıştır. Araştırma sonucunda öğretmen etkenliği çalışmalarının son yıllarda artış gösterdiği belirlenmiştir. Özellikle Amerika Birleşik Devletleri, Birleşik Krallık, Avustralya, Çin ve Finlandiya’daki yüksek yayın sayıları, yapılan eğitim reformlarının, geliştirilen eğitim programlarının ve eğitsel politikaların öğretmen etkenliği çalışmalarını artırdığını göstermektedir. Kelime ve trend konu analizleri öğretmen etkenliğinin öğretmen kimliği, özerkliği, adanmışlığı ve inançları ile de ilişkili olduğunu ve son yıllarda sosyal adalet, mesleki öğrenme, neoliberalizm, COVID-19 anahtar kavramları ile birlikte çalışıldığını göstermektedir.
KW  - Öğretmen etkenliği
KW  - eğitim reformları
KW  - öğretmen kimliği
KW  - bibliyometrik analiz.
N2  - The purpose of this study is to examine the trends of studies on teacher agency through bibliometric analysis using a quantitative science mapping approach. Within the scope of the study, 504 studies on teacher agency indexed in SSCI, ESCI, AHCI, and SCI-Expanded in the Web of Science database were included in the analysis. While obtaining the data, inclusion and exclusion criteria were applied, and the process of the data gathering was shown in detail with the PRISMA flow diagram. Clustering method, co-citation method and bibliometric matching method were used to analyse the data, and keyword, author, document, and country analyses were performed. R biblioshiny library was used to analyse the data. As a result of the research, it was determined that teacher agency studies have increased in recent years. The high number of publications in the United States, the United Kingdom, Australia, China, and Finland demonstrates that educational reforms, curriculum development, and educational policies have led to an increase in teacher agency studies. Keyword and trend topic analyses reveal that teacher agency is also closely linked to teacher identity, autonomy, commitment, and beliefs, and has been explored in conjunction with key concepts such as social justice, professional learning, neoliberalism, and COVID-19 in recent years.
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UR  - https://dergipark.org.tr/en/pub/bujoe/issue//1744195
L1  - https://dergipark.org.tr/en/download/article-file/5062264
ER  -