教师实践性知识的国际研究综述:基于2010-2020年国际核心期刊的文献计量分析

A Review of International Research on Teachers’Practical Knowledge:Based on Bibliometric Analysis of the International Core Journal Articles from 2010-2020

本文采用文献计量学的分析方法,对2010—2020年国际教师实践性知识研究的进程、热点主题、前沿演进趋势及研究基础等作了系统的梳理和分析。研究表明:国际教师实践性知识的研究文献自2015年起增长迅速,我国香港地区的发文量居国内发文前列;国际教师实践性知识研究逐渐从静态的关注核心概念、知识结构等表征转向生成机制、建构路径、影响因素等动态的多元化研究,注重实践性知识与多学科相融合的情境性,强调教师的个人信念对实践性知识的形塑作用。国际教师实践性知识的研究基础既注重高质量元分析综述性研究文献的产出,也强调多样化的实证研究方法的应用。

Through the bibliometric analysis,this paper reviews and analyzes systematically international teachers’practical knowledge research from aspects of development process,hot topic,advanced evolution trend,and the foundation of research which published in the Web of Science from 2010-2020.The results indicated that:(1)the number of international teachers’practical knowledge research literature had been growing rapidly since 2015and the international publication of teachers’practical knowledge research papers in Hongkong was at the top level in China.(2)The research focus on teachers’practical knowledge has been transferred from the static representation of core concepts and knowledge structure to dynamic and diversified research on generative mechanism,construction approaches and influence factors.Meanwhile,it has got increasing attention for the contextuality of the integration of practical knowledge and multi-subjects and emphasizes the role of teachers’personal beliefs in shaping practical knowledge in recent years.This field of research puts an emphasis on not only high-quality meta-analysis literature reviews but also various empirical researches methodically.