Research on Teachers’ Practical Knowledge: Hotspots, Trends and Evolution Paths: Bibliometric Analysis Based on CSSCI Source Journals

Xiao LÜ, Xiaoyan DENG

Abstract


As a crucial part of educational reform, teachers’ practical knowledge gradually arousing the concern of the public, and becomes the focus of researchers’ attention and reaped certain research results. It is necessary for us to sort out the research progress in this field, particularly for hot topics, by means of systematic literature. By reviewing the data research, the author comes up with the development path of relevant research in the field of teachers’ practical knowledge in China over the past 17 years: to upgrade teachers’ personal capability, deepen the reform of curriculum stages and clarify teachers’ experience and knowledge, etc..; in terms of the path of research evolution, teachers’ practical knowledge has gone through the embryonic stage and the growth stage successively, which is promoted and deepened gradually at the micro level through macro guidance. In the research field of teachers’ practical knowledge, we will tend to change research perspective, increase research density, deepen research contents and integrate research methods in the future.


Keywords


Teachers’ practical knowledge; Research hotspots; Research trends; Evolution path; Potential hotspots

Full Text:

PDF

References


Chen, B. H. (2012). Teachers’ practical knowledge research: Retrospect and reflection. Research in Education Development, 32(08), 59-64.

Chen, X. D., Sun, Y., & He, T. Z. (2017). Historical retrospect and future prospect of research on effective teaching in China - Based on the analysis of knowledge domains map of the research over the past 30 years (1986-2016). Curriculum, Teaching Material and Method, 37(07), 24-30.

Chen, X. M. (2003). Practical knowledge: the knowledge base of teachers’ professional development. Peking University Education Review, (01), 104-112.

Chen, X. M. (2009). Discussion on the elements of teachers’ practical knowledge. Educational Research, 30(10), 66-73.

Chen, Y., Chen, C. M., Hu, Z. G., & Wang, X. W. (2014). Principles and applications of analyzing a citation space: CiteSpace practical guide (p.16). Beijing: Science Press.

Cheng, L. (2017). Historical evolution of practical knowledge research. Theory and Practice of Education, 37(25), 61-64.

Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning incommunities. Review of Research in Education, (24), 249-305.

Cui, L. (2015). Bibliographic items co-occurrence matrix builder user’s manual[EB/OL].2015-12-22.http://cid-3adcb3b569c0a509.skydrive.live.com/browse.aspx/BICO

Department of Normal Education, Ministry of Education (2003). Theory and practice of teacher specialization. Beijing: People’s Education Press.

Gao, W. H., Zhang, W., & Wang, Z. G. (2021). The representation, absence and formation of normal college students’ practical knowledge. Heilongjiang Researches on Higher Education, 36(10), 114-117.

Han, J. Z. (2017). An analysis of the generating ways of pre-service teachers’ practical knowledge - from the perspective of personal life history. Theory and Practice of Education, 37(34), 39-42.

Huang, Z. X., Li, Y. Y., & Liu, M. Y. (2018). Research on twenty-year’s entrepreneurship education in China: Research focuses, trends and evolution paths - A bibliometric review of 37 pedagogic CSSCI journals. Educational Research, 39(01), 64-73.

Kang, X. W. (2016). Research on teachers’ personal practical knowledge thought of Connelly and Clandinin. Studies in Foreign Education, 43(05), 90-98.

Li, R. C. (2009). Strategies for the implementation of effective teaching in new curriculum reform. Shanghai Research on Education, (05), 82-83.

Lin, Y. G., & Pan, G. W. (2013). An analysis of teachers’ practical knowledge and its generating mechanism?. Global Education, 42(10), 42-48.

Liu, D. M., & Tian, X. H. (2008). Reflection and exploration on approaches of teacher’s practical knowledge. Teacher Education Research, (04), 16-20.

Liu, X. D., & Wu, Y. Y. (2011). The study on teachers’ practical knowledge in China within 10 years: The retrospect and reflection. Teacher Education Research, 23(03), 17-24.

Liu, Y. Z., & Li, R. M. (2009). Teachers: Key ingredient in effective teaching. Journal of Hebei Normal University (Education Science Edition), 11(04), 89-92.

Shu, E. M., & Wang, Y. Z. (1999). Specialization of theory, Practice and education (J. Liu, Trans.). Comparative Education Review, (3), 36-40.

We, H. J. (2006). Annotating the connotation of teacher image in Clandinin’s practical knowledge. Teacher Education Research, (03), 43-46.

Yang, M. Y., & Pan, G. W. (2014). An analysis of the problems and countermeasures of the teacher-education curricula from the perspective of teacher’s practical knowledge. Contemporary Education and Culture, 6(02), 113-116.

Yin, L. C. (2008). Mapping knowledge domains (p.46). Dalian: Dalian University of Technology Press.

Zhang, X. D., Zhou, H. L., Hu, Y., & Zhao, D. F. (2016). Research hotspots of computer integrated manufacturing of China based on co-word analysis and social network analysis. Sensor Knowledge Information, 36(11), 145-149.




DOI: http://dx.doi.org/10.3968/12543

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

Submission Guidelines for Canadian Social Science

We are currently accepting submissions via email only. The registration and online submission functions have been disabled.

Please send your manuscripts to css@cscanada.net，or css@cscanada.org for consideration. We look forward to receiving your work.

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture