Current Trends in Teacher Education Research: A Thematic and Content Analysis of Articles Published in SSCI Q1 Indexed Journals

Fatih Karataş

doi:10.33418/education.1659296

TR EN

Öğretmen Eğitimi Araştırmalarında Güncel Eğilimler: SSCI Q1 İndeksli Dergilerde Yayımlanan Makalelerin Tematik ve İçerik Analizi

Öz

Öğretmen eğitimi alanındaki güncel araştırma eğilimlerinin ve metodolojik yaklaşımların belirlenmesine odaklanılan bu araştırmada, 2024 yılında Web of Science SSCI Q1 dilimindeki dergilerde yayımlanan öğretmen eğitimi temalı makalelerin içerik ve tematik analizi yapılmıştır. Çalışmada, doküman analizi tekniği kullanılarak 11 dergiden toplam 454 makale incelenmiştir. Veriler, Braun ve Clarke'ın altı aşamalı tematik analiz yöntemi kullanılarak analiz edilmiştir. Bulgular, öğretmen eğitimi araştırmalarında dokuz ana temanın öne çıktığını göstermiştir. Bu temalar içerisinde 'öğretmen mesleki gelişimi' en kapsamlı araştırma alanı olarak dikkat çekerken, bunu 'öğretmenlik mesleği ve istihdam dinamikleri', 'öğretmen inançları, tutumları ve duyguları', 'öğretmen kimliği ve rolleri' ile 'öğretim uygulamaları' izlemektedir. Araştırma sonuçları, öğretmen eğitimi çalışmalarında mesleki gelişim süreçlerine, kimlik oluşumuna, istihdama, duygusal faktörlere ve sınıf içi uygulamalara öncelik verildiğini, buna karşın eğitim politikaları, program tasarımı ve öğrenci gelişimi konularının görece daha az ele alındığını ortaya koymaktadır. Metodolojik açıdan nitel araştırmaların (%58,81) baskın olduğu, bunu nicel (%26,43), kuramsal/derleme (%9,25) ve karma yöntem (%5,51) çalışmalarının izlediği belirlenmiştir. Katılımcı profillerinde ise hizmet içi öğretmenler (%33,70) ve hizmet öncesi öğretmenler (%26,43) ön plana çıkmıştır. Araştırma sonuçları, öğretmen eğitimi alanında mikro düzeydeki temaların makro düzeydeki konulara kıyasla daha fazla ilgi gördüğünü, metodolojik çeşitliliğin sınırlı kaldığını ve katılımcı gruplarının çoğunlukla öğretmenlerle sınırlı olduğunu ortaya koymuştur. Bu bulgular, öğretmen eğitiminde makro düzeydeki konuları, daha fazla metodolojik çeşitliliği ve öğretmenlik mesleğinin ötesinde daha geniş katılımcı dahil edilmesini içeren daha kapsamlı araştırma yaklaşımlarına ihtiyaç olduğunu göstermektedir.

Anahtar Kelimeler

Öğretmen eğitimi , araştırma eğilimleri , tematik analiz , Web of Science , SSCI

Current Trends in Teacher Education Research: A Thematic and Content Analysis of Articles Published in SSCI Q1 Indexed Journals

Abstract

Focusing on identifying current research trends and methodological approaches in teacher education, this study conducted content and thematic analysis of articles published in Web of Science Social Sciences Citation Index (SSCI) Q1 journals in 2024. The research examined 454 articles from 11 different journals using document analysis technique. Data were analyzed using Braun and Clarke's six-phase thematic analysis method. The findings revealed nine major themes in teacher education research. Among these, 'teacher professional development' emerged as the most comprehensive research area, followed by 'teaching profession and employment dynamics,' 'teacher beliefs, attitudes, and emotions,' 'teacher identity and roles,' and 'teaching practices'. Research results indicate that teacher education studies prioritize professional development processes, identity formation, employment, emotional factors, and classroom practices, while education policies, curriculum design, and student development receive relatively less attention. From a methodological perspective, qualitative research was predominant (58.81%), followed by quantitative (26.43%), theoretical/review (9.25%), and mixed methods studies (5.51%). In terms of participant profiles, in-service teachers (33.70%) and pre-service teachers (26.43%) were the most prominent. Overall, the research demonstrates that micro-level themes receive more attention than macro-level issues in teacher education, methodological diversity remains limited, and participant groups are predominantly restricted to teachers. These findings suggest a need for more comprehensive research approaches in teacher education that incorporate macro-level issues, greater methodological diversity, and broader participant inclusion beyond the teaching profession.

Keywords

Teacher education , research trends , thematic analysis , Web of Science , SSCI

References

Åkerlind, G. S. (2008). A phenomenographic approach to developing academics' understanding of the nature of teaching and learning. Teaching in Higher Education, 13(6), 633-644. https://doi.org/10.1080/13562510802452350
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Ball, A. F. (2013). Learning to teach in a complex interconnected world. Theory Into Practice, 52(Suppl. 1), 31-41. https://doi.org/10.1080/00405841.2013.795439
Baumfield, V., Bethel, A., Boyle, C., Katene, W., Knowler, H., Koutsouris, G., & Norwich, B. (2022). How lesson study is used in initial teacher education: An international review of literature. Teacher Development, 26(3), 356-372. https://doi.org/10.1080/13664530.2022.2063937
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
Bener, E., & Yildiz, S. (2019). The use of blog activities to promote reflection in an ELT practicum. Australian Journal of Teacher Education, 44(8), 38-56. https://doi.org/10.14221/ajte.2019v44n8.3
Bond, M. (2024). The International Journal of Educational Technology in Higher Education: Content and authorship analysis 2010-2024. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00492-z
Borko, H., Liston, D., & Whitcomb, J. A. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3-11.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597.

Busey, C. L., & Waters, S. (2016). Who are we? The demographic and professional identity of social studies teacher educators. The Journal of Social Studies Research, 40(1), 71-83.
Cabaroğlu, N., & Öz, G. (2023). Practicum in ELT: A systematic review of 2010-2020 research on ELT practicum. European Journal of Teacher Education, 48(2), 313-332. https://doi.org/10.1080/02619768.2023.2242577
Cochran-Smith, M., & Villegas, A. M. (2014). Framing teacher preparation research. Journal of Teacher Education, 66(1), 7-20. https://doi.org/10.1177/0022487114549072
Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research. Journal of Teacher Education, 66(2), 109-121. https://doi.org/10.1177/0022487114558268
Crawford, J., & Cifuentes-Faura, J. (2022). Sustainability in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 14(3), 1879. https://doi.org/10.3390/su14031879
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47-59. https://doi.org/10.1016/j.tate.2012.10.006
DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136-155.
Dyment, J. E., & Downing, J. J. (2020). Online initial teacher education: A systematic review of the literature. Asia-Pacific Journal of Teacher Education, 48(3), 316-333. https://doi.org/10.1080/1359866X.2019.1631254
Goktas, Y., Hasancebi, F., Varisoglu, B., Akcay, A., Bayrak, N., Baran, M., & Sozbilir, M. (2012). Trends in educational research in Turkey: A content analysis. Educational Sciences: Theory and Practice, 12(1), 455-460.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205. https://doi.org/10.3102/0002831207312906
Gülden, İ. (2020). Reflection or description: A document analysis on ELT student teachers' reflective journals. Dil ve Dilbilimi Çalışmaları Dergisi, 16(2), 1019-1031. https://doi.org/10.17263/jlls.759359
Hangul, T., Ozmantar, M. F., & Agac, G. (2022). Teacher educators: A bibliometric mapping of an emerging research area. Australian Journal of Teacher Education, 47(10). https://doi.org/10.14221/ajte.2022v47n10.3
Hart, L. C., Auslander, S. S., Venuto, N., Jacobs, T., Carothers, J., & Chestnutt, C. (2018). A review of research on affect of elementary prospective teachers in university mathematics content courses 1990-2016. School Science and Mathematics, 119(1), 3-13. https://doi.org/10.1111/ssm.12310
Hrastinski, S. (2021). Digital tools to support teacher professional development in lesson studies: A systematic literature review. International Journal for Lesson & Learning Studies, 10(2), 138-149. https://doi.org/10.1108/ijlls-09-2020-0062
Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., & Rowley, G. (2014). Best practice teacher education programs and Australia's own programs. Department of Education.
Jablonski, S., & Ludwig, M. (2023). Teaching and learning of geometry—A literature review on current developments in theory and practice. Education Sciences, 13(7), 682.
Kan, L., Degotardi, S., & Li, H. (2022). The impact of COVID-19 on the delivery of preservice teacher education: A scoping review. Asia Pacific Education Review. https://doi.org/10.1007/s12564-022-09816-y
Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions: A review. Zeitschrift für Pädagogik, 52, 220-237.
Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818-826. https://doi.org/10.1016/j.tate.2012.03.007
König, J., Heine, S., Kramer, C., Weyers, J., Becker-Mrotzek, M., Großschedl, J., Hanisch, C., Hanke, P., Hennemann, T., Jost, J., Kaspar, K., Rott, B., & Strauß, S. (2023). Teacher education effectiveness as an emerging research paradigm: A synthesis of reviews of empirical studies published over three decades (1993-2023). Journal of Curriculum Studies, 56(4), 371-391. https://doi.org/10.1080/00220272.2023.2268702
Livingston, K., & Flores, M. A. (2017). Trends in teacher education: A review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), 551-560. https://doi.org/10.1080/02619768.2017.1387970
Louden, W., & Rohl, M. (2006). "Too many theories and not enough instruction": Perceptions of preservice teacher preparation for literacy teaching in Australian schools. Literacy, 40, 66-78. https://doi.org/10.1111/j.1467-9345.2006.00440.x
Mayring, P. (2000). Qualitative Inhaltsanalyse. Grundlagen und Techniken (7th ed.). Deutscher Studien Verlag. Mazandarani, O. (2021). Philosophical assumptions in ELT research: A systematic review. The Asia-Pacific Education Researcher, 31(3), 217-226. https://doi.org/10.1007/s40299-021-00554-0
McEvoy, E., MacPhail, A., & Heikinaro-Johansson, P. (2015). Physical education teacher educators: A 25-year scoping review of literature. Teaching and Teacher Education, 51, 162-181.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Bmj, 339. https://doi.org/10.1136/bmj.b2535
Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125-142.
Murray, S., Nuttall, J., & Mitchell, J. (2008). Research into initial teacher education in Australia: A survey of the literature 1995-2004. Teaching and Teacher Education, 24(1), 225-239. https://doi.org/10.1016/j.tate.2007.01.013
National Council on Teacher Quality. (2013). Research inventories on features of teacher preparation relevant to NCTQ standards: Rationale and methods. National Council on Teacher Quality.
Nguyen, D., Harris, A., & Ng, D. (2019). A review of the empirical research on teacher leadership (2003-2017): Evidence, patterns and implications. Journal of Educational Administration, 58(1), 60-80. https://doi.org/10.1108/JEA-02-2018-0023
Pipere, A., Veisson, M., & SalÓte, I. (2015). Developing research in teacher education for sustainability: UN DESD via the Journal of Teacher Education for Sustainability. Journal of Teacher Education for Sustainability, 17(2), 5-43.
Quintana-Ordorika, A., Garay-Ruiz, U., & Portillo-Berasaluce, J. (2024). A systematic review of the literature on maker education and teacher training. Education Sciences, 14(12), 1310. https://doi.org/10.3390/educsci14121310
Rowan, L., Bourke, T., L'Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), 112-158.
Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications. Shi, X., & Cheng, X. (2020). Review and prospect of domestic research on teacher identity. Modern Education Management, 4, 54-60. https://doi.org/10.16697/j.1674-5485.2020.04.008
Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Researcher, 43(3), 146-153. https://doi.org/10.3102/0013189x14528752
Smith, B., & McGannon, K. R. (2018). Developing rigor in qualitative research: Problems and opportunities within sport and exercise psychology. International Review of Sport and Exercise Psychology, 11(1), 101-121.
Snoek, M., Swennen, A., & van der Klink, M. (2011). The quality of teacher educators in the European policy debate: Actions and measures to improve the professionalism of teacher educators. Professional Development in Education, 37(5), 651-664. https://doi.org/10.1080/19415257.2011.616095
Stephenson, J. (2018). A systematic review of the research on the knowledge and skills of Australian preservice teachers. Australian Journal of Teacher Education, 43(4). https://doi.org/10.14221/ajte.2018v43n4.7
Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20-44. https://doi.org/10.1080/02619768.2020.1849130
Trent, J. (2015). The identity construction experiences of early career English language teachers in Hong Kong. Great expectations and practical realities. Research Papers in Education, 31(3), 316-336. https://doi.org/10.1080/02671522.2015.1037336
Vanassche, E., & Kelchtermans, G. (2015). The state of the art in Self-Study of Teacher Education Practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508-528. https://doi.org/10.1080/00220272.2014.995712
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40. https://doi.org/10.1016/j.edurev.2015.04.002
Veletić, J., Mejía‐Rodríguez, A. M., & Olsen, R. V. (2024). A systematic literature review of TALIS secondary research: Trends and future directions. Review of Education, 12(1). https://doi.org/10.1002/rev3.3469
Yan, Y. (2024). Bibliometric review of teacher professional identity scholarship over two decades. SAGE Open, 14(2). https://doi.org/10.1177/21582440241241173
Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (11th ed.). Seçkin Publishing.
Yücel Toy, B. (2015). A thematic review of preservice teacher education research in Turkey and reflections of teacher education policies. TED Eğitim ve Bilim, 40(178). https://doi.org/10.15390/eb.2015.4012
Yüksel, I. (2019). ELT preservice teachers' conceptualization of teaching practice: A metaphor analysis of the dynamics of teaching practice. International Journal of Higher Education, 8(4), 254-265. https://doi.org/10.5430/ijhe.v8n4p254
Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in distance education. Distance Education, 37(3), 245-269.
Zeichner, K. M. (2005). A research agenda for teacher education. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education (pp. 737-759). Lawrence Erlbaum.
Zhang, H., & Tian, M. (2024). Unpacking the multi-dimensional nature of teacher competencies: A systematic review. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2369867
Zhang, Y., & Wang, P. (2022). Twenty years' development of teacher identity research: A bibliometric analysis. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.783913

Details

Primary Language

English

Subjects

Teacher Education and Professional Development of Educators

Journal Section

Systematic Reviews and Meta Analysis

Authors

Fatih Karataş ^*
0000-0001-9633-2939
Türkiye

Early Pub Date

September 5, 2025

Publication Date

September 8, 2025

Submission Date

March 17, 2025

Acceptance Date

June 6, 2025

Published in Issue

Year 2025 Number: 58

DOI

https://doi.org/10.33418/education.1659296

IZ

https://izlik.org/JA22YJ67WR

APA

Karataş, F. (2025). Current Trends in Teacher Education Research: A Thematic and Content Analysis of Articles Published in SSCI Q1 Indexed Journals. Educational Academic Research, 58, 169-183. https://doi.org/10.33418/education.1659296

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License
29929

Öğretmen Eğitimi Araştırmalarında Güncel Eğilimler: SSCI Q1 İndeksli Dergilerde Yayımlanan Makalelerin Tematik ve İçerik Analizi

Öz

Anahtar Kelimeler

Current Trends in Teacher Education Research: A Thematic and Content Analysis of Articles Published in SSCI Q1 Indexed Journals

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite