Öğretmen Zihniyeti Alanının Araştırma Haritası: Bibliyometrik Bir İnceleme (1984–2024)

Abstract

Öğretmen zihniyetine ilişkin araştırmalar, teorik ve pedagojik etkilerine olan ilginin artmasıyla birlikte son yıllarda önemli ölçüde çoğalmıştır. Bununla birlikte, bu alandaki entelektüel yapının ve tematik gelişimin bütünleştirici bir bibliyometrik yaklaşımla sistematik olarak haritalandırılmasına yönelik ilgi sınırlı kalmıştır. Bu çalışma, öğretmen zihniyeti literatürünün entelektüel yapısını, bilimsel evrimini ve tematik dönüşümünü ortaya koymak amacıyla gerçekleştirilmiştir. Web of Science Core Collection veri tabanından elde edilen ve 1984-2024 yılları arasında yayımlanmış toplam 335 uygun yayın, Biblioshiny ve VOSviewer yazılımları kullanılarak nicel ve görsel bibliyometrik analiz teknikleriyle değerlendirilmiştir. Yapılan analizler, alanın özellikle 2007 sonrası dönemde önemli bir ivme kazandığını, bilimsel üretkenliğin yıllar içinde istikrarlı bir şekilde arttığını ve literatürün büyük ölçüde geliştirilebilir zihniyet ve örtük kuramlar kavramları etrafında şekillendiğini ortaya koymaktadır. Lotka Yasası’na dayalı üretkenlik analizinde gözlemlenen sapmalar, öğretmen zihniyeti araştırmalarının henüz akademik olgunluğa ulaşmadığını, bir diğer ifadeyle bu alanda genişleme potansiyelinin bulunduğunu göstermektedir. Ayrıca tematik haritalama sonuçları, kuramsal tartışmalardan uygulamaya dönük odaklara doğru kademeli bir kayma olduğunu ortaya koymaktadır. Özellikle pedagojik uygulamalar, öğretimsel karar alma süreçleri, öğretmen inançları ve motivasyon gibi temaların son yıllarda giderek daha merkezi hale gelmesi, zihniyet araştırmalarının sınıf içi uygulamalara ve öğretmen mesleki gelişimine daha güçlü bir şekilde entegre edildiğini göstermektedir. Genel olarak bulgular, öğretmen zihniyeti literatürünün kuramsal çerçevesini koruyarak daha bütüncül ve dinamik bir yapıya evrildiğini ve uygulamaya dayalı araştırmalarla zenginleştiğini ortaya koymaktadır.

Keywords

• bibliyometrik
• geliştirilebilir zihniyet
• zihniyet
• araştırma desenleri
• araştırma eğilimleri
• öğretmen eğitimi

Mapping the Research Landscape of Teacher Mindset: A Bibliometric Analysis (1984–2024)

Abstract

Research on teacher mindset has expanded considerably over the past decades, reflecting growing interest in its theoretical and pedagogical implications. Nevertheless, limited attention has been given to systematically mapping the field’s intellectual structure and thematic evolution through an integrative bibliometric approach. This study was conducted to reveal the intellectual structure, scientific evolution and thematic transformation of the teacher mindset literature. A total of 335 eligible publications between 1984 and 2024 obtained from the Web of Science Core Collection database were evaluated through quantitative and visual bibliometric analysis techniques employing Biblioshiny and VOSviewer software. The analysis reveals that the field has gained significant momentum in the post-2007 period, scientific productivity has been steadily increasing annually, and literature is largely shaped around the concepts of growth mindset and implicit theories. The deviations observed in the productivity analysis based on Lotka's Law reveal that teacher mindset research has not yet reached academic maturity, in other words, there is potential for expansion in this field. In addition, thematic mapping highlights a gradual shift from purely theoretical discussions toward more practice-oriented foci. In particular, themes such as pedagogical practices, instructional decision-making, teacher beliefs, and motivation have become increasingly central in recent years, indicating a stronger integration of mindset research into classroom practice and teacher professional development. Overall, the findings reveal that the teacher mindset literature has evolved into a more holistic and dynamic structure with practice-based research while maintaining its theoretical framework.

Keywords

• bibliometric
• growth mindset
• mindset
• research patterns
• research trends
• teacher education

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