Evolution of research on teacher professionalization: A bibliometric analysis
DOI:
https://doi.org/10.5944/reec.47.2025.43893Keywords:
teacher professionalization, teacher professional development, teacher education, teacher certification, educational research, bibliometric analysisAbstract
Teacher professionalization is an essential component for ensuring inclusive, equitable, and quality education, as established by SDG 4. This study analyzes the evolution, themes, and geographic distribution of research in this field through a bibliometric analysis, covering scientific production from 1957 to 2024.
Data were extracted from the Web of Science Core Collection, applying specific criteria to identify 1,514 relevant publications. The analysis was conducted using R-Bibliometrix and its Biblioshiny application, exploring temporal trends, keyword co-occurrence networks, and international collaborations.
The results reveal accelerated growth in scientific production since 2005, with an annual rate of 7.03%. The main themes include teacher professionalism, teacher education, and certification, organized into three thematic clusters. Geographically, the United States leads in volume and impact of publications, followed by the United Kingdom and Brazil, although with relatively lower impact. International collaboration accounts for 9.31% of the total, with significant interactions between countries such as the United States, the United Kingdom, and Australia.
This study concludes that teacher professionalization has shifted from a marginal topic to a central area in educational research, driven by policy reforms and pedagogical demands. However, regional inequalities persist in scientific production and international collaboration, limiting the diversity of perspectives. The study highlights the need to foster more inclusive global networks and innovative research that address contemporary educational challenges.
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