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Bibliometric Review of Teacher Professional Identity Scholarship over Two Decades

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Title: Bibliometric Review of Teacher Professional Identity Scholarship over Two Decades
Language: English
Authors: Yiqian Yan (ORCID 0000-0001-8087-4389)
Source: SAGE Open. 2024 14(2).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Professional Identity, Educational Research, Authors, Productivity, Teaching (Occupation), Publications, Geographic Regions, Institutions, Periodicals, Citations (References)
DOI: 10.1177/21582440241241173
ISSN: 2158-2440
Abstract: This study presents a bibliometric review of teacher professional identity (TPI) research from 2004 to 2023. 4,066 SSCI-indexed papers retrieved from the Web of Science database were identified for analysis using CiteSpace. The major findings are: (1) The publications have increased significantly from 2004 to 2021, there is a slight decline in recent 2 years. (2) Top contributing country, institution, and journal are the US, University of London, Teaching and Teacher Education respectively. (3) The top productive authors are Yuan Rui, Trent John, and Nazari Mostafa respectively, the top cited authors are Beijaard D, Gee JP, and Lave J. (4) TPI research has evolved in terms of multiple theoretical lens, diversity of discipline and participants, and methodological shift. (5) Emerging trends include teacher agency, positioning theory, and English-medium instruction (EMI) policy. This study has implications for future researchers.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433337
Database: ERIC
FullText Links:
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  Data: Bibliometric Review of Teacher Professional Identity Scholarship over Two Decades
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  Data: <searchLink fieldCode="AR" term="%22Yiqian+Yan%22">Yiqian Yan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8087-4389">0000-0001-8087-4389</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22SAGE+Open%22"><i>SAGE Open</i></searchLink>. 2024 14(2).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Productivity%22">Productivity</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Publications%22">Publications</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Regions%22">Geographic Regions</searchLink><br /><searchLink fieldCode="DE" term="%22Institutions%22">Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Periodicals%22">Periodicals</searchLink><br /><searchLink fieldCode="DE" term="%22Citations+%28References%29%22">Citations (References)</searchLink>
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  Data: 10.1177/21582440241241173
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  Data: This study presents a bibliometric review of teacher professional identity (TPI) research from 2004 to 2023. 4,066 SSCI-indexed papers retrieved from the Web of Science database were identified for analysis using CiteSpace. The major findings are: (1) The publications have increased significantly from 2004 to 2021, there is a slight decline in recent 2 years. (2) Top contributing country, institution, and journal are the US, University of London, Teaching and Teacher Education respectively. (3) The top productive authors are Yuan Rui, Trent John, and Nazari Mostafa respectively, the top cited authors are Beijaard D, Gee JP, and Lave J. (4) TPI research has evolved in terms of multiple theoretical lens, diversity of discipline and participants, and methodological shift. (5) Emerging trends include teacher agency, positioning theory, and English-medium instruction (EMI) policy. This study has implications for future researchers.
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