教师信息化专业发展研究主题与热点评述——基于2000-2017年国际期刊论文的共词分析

Focused Areas of ICT in Teacher Education Research: Co-occurrence Analysis of International Journal Articles Between 2000 and 2017

Since the beginning of the 21st century， education informationization has progressed rapidly around the world. The growing integration of information and communication technology ( ICT) with teaching and learning makes a new request for teacher professional development. ICT teacher training and competence development have drawn increasing attention from educational reform across different countries， and a rapid progress has been made. Regarding research in the field of ICT in teacher training， there was also an apparent increase in the number of publications over the last ten years. However， generally speaking， ICT topics in teacher education are relatively scattered and the knowledge structure in the field is not clear enough. Through sorting and reviewing the research literature in the field systematically， it is not only conducive to clarifying the ICT knowledge structure in teacher education research and grasping the research trends internationally， but also provides guidance for the future ICT study in teachers' professional development. Based on such background and research purpose， this study used the worlds largest abstract and citation database SCOPUS as the data source， and analyzed 597 research articles on ICT in teacher education published in international academic journals between2000 and 2017. Meanwhile， the study adopted a set of bibliographic analysis tools (such as EndNote， Bibexcel， Ucinet， SPSS) to sort and analyze the literature. Based on co-occurrence analysis and cluster analysis， the research topic of selected studies can be divided into four major categories: (a) ICT integration capacity and teacher professional development research， which mainly focuses on the theoretical studies on teacher professional expertise; ( b) the research of innovative teaching practice of adopting new ICT tools; (c) impacts of macro factors on ICT professional development， including the leadership， policy， culture and environment etcetera ; and ( d) design and evaluation of I CT teacher education program， the main concern of which is to facilitate ICT integration and practice through effective teacher training. Through text analysis of abstract of selected research articles and discussion of abstract of research status quo in the above-mentioned four categories ， this study clarified the research history and latest development in the past eighteen years and pinpointed future research issues and directions in the field.