State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysis

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI:10.2478/jtes-2022-0022

Mahendar Reddy Gavinolla, A. Livina, S. Swain

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引用次数: 4

Abstract

Abstract Qualitative education is one of the key contributors in achieving the goal of sustainability. Several studies mention that the sustainability curriculum and educators can play an immense role in developing awareness in practicing the concept of sustainability. Relatively there is no comprehensive study to typify the recent contributions of teacher education for sustainability. In this light, the aim of the study is to understand the progress of the research on teacher education for sustainability (TES) in terms of growth, evolution, influence and significant research themes. To achieve the aim of the study, 1782 documents indexed in the Scopus database over three decades starting from 1991 to 2020 were analyzed by using bibliometric analysis. The data are visualized in the paper by using VOSviewer and Tableau. Results show that there has been a significant increase in yearly publications and citations over the years, trending research papers, productive authors, institutions and countries and thematic areas of research. Most frequently published journal has a considerable cite score and quartile. Universities from Australia published the most. The most commonly published themes are education for sustainability, Agenda 21, sustainable development education, environmental education, and later the focus is shifted to teacher training, teachers, education, values, teaching and education policy, sustainability competencies. Future research should focus on blended learning, digital learning, other modern tools and techniques to achieve the goal of sustainable development as well as to address the issue of teaching sustainability during uncertainty conditions.

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教师教育与可持续发展研究现状——文献计量学分析

摘要素质教育是实现可持续发展目标的关键因素之一。几项研究提到，可持续发展课程和教育工作者可以在培养人们对实践可持续发展概念的认识方面发挥巨大作用。相对而言，目前还没有全面的研究来代表教师教育对可持续性的最新贡献。有鉴于此，本研究的目的是从成长、演变、影响和重要研究主题方面了解教师可持续教育研究的进展。为了实现这项研究的目的，从1991年到2020年的三十年里，通过文献计量分析对Scopus数据库中索引的1782篇文献进行了分析。本文使用VOSviewer和Tableau对数据进行了可视化处理。结果显示，多年来，年度出版物和引用量、趋势研究论文、多产作者、机构和国家以及研究主题领域都有显著增加。最常发表的期刊有相当多的引用分数和四分位数。澳大利亚的大学发表的论文最多。最常发表的主题是教育促进可持续性、《21世纪议程》、可持续发展教育、环境教育，后来重点转向教师培训、教师、教育、价值观、教学和教育政策、可持续能力。未来的研究应侧重于混合学习、数字学习、其他现代工具和技术，以实现可持续发展的目标，并解决不确定性条件下的教学可持续性问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.