{"title":"教师认知的文献计量分析30年视角:面向教师发展","authors":"Chen Feifei, Rohaya Abdullah","doi":"10.29333/iji.2023.16413a","DOIUrl":null,"url":null,"abstract":"Teacher cognition, the system of teachers’ mental lives, has a great impact on teachers’ instructional practices and professional development. However, a comprehensive exploration into the overall scholarship in the teacher cognition field through a bibliometric lens is lacking. By using VOSviewer1.6.16, this bibliometric analysis aims to profile the research landscape on teacher cognition by identifying the development trajectory, country contributions and collaborations, the most productive authors and journals","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"25 1","pages":"0"},"PeriodicalIF":1.9000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A 30-year Perspective of Bibliometric Analysis on Teacher Cognition: Toward Teacher Development\",\"authors\":\"Chen Feifei, Rohaya Abdullah\",\"doi\":\"10.29333/iji.2023.16413a\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teacher cognition, the system of teachers’ mental lives, has a great impact on teachers’ instructional practices and professional development. However, a comprehensive exploration into the overall scholarship in the teacher cognition field through a bibliometric lens is lacking. By using VOSviewer1.6.16, this bibliometric analysis aims to profile the research landscape on teacher cognition by identifying the development trajectory, country contributions and collaborations, the most productive authors and journals\",\"PeriodicalId\":46858,\"journal\":{\"name\":\"International Journal of Instruction\",\"volume\":\"25 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Instruction\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.29333/iji.2023.16413a\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29333/iji.2023.16413a","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A 30-year Perspective of Bibliometric Analysis on Teacher Cognition: Toward Teacher Development
Teacher cognition, the system of teachers’ mental lives, has a great impact on teachers’ instructional practices and professional development. However, a comprehensive exploration into the overall scholarship in the teacher cognition field through a bibliometric lens is lacking. By using VOSviewer1.6.16, this bibliometric analysis aims to profile the research landscape on teacher cognition by identifying the development trajectory, country contributions and collaborations, the most productive authors and journals
期刊介绍：
nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
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