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

Year 2025, Issue: 58, 169 - 183, 08.09.2025

Fatih Karataş

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

Abstract

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.

Keywords

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

Ethical Statement

This research did not require ethics committee approval as it is based on theoretical analysis and review of existing literature on educational technology implementation. The study does not involve human subjects, experimental interventions, collection of personal data, or any procedures that would necessitate ethical review. It exclusively focuses on analyzing publicly available academic resources and technological frameworks without engaging human participants.

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