The Ongoing Trend in Teacher Competence: A Bibliometric Analysis of Scopus

Abstract

This study employs a bibliometric analysis to present the shifting trends in research on teacher competence through an interdisciplinary approach, solely based on scientific contributions shared in the Scopus database. Searches are conducted in the database using search criteria such as “teacher competence” or “teacher competencies” in the titles, abstracts, and keywords of publications, including scientific articles, review papers, conference materials, and books. VOSviewer software and bibliometric analysis tools integrated into the Scopus database are used to evaluate and analyze the information found. According to some of the results of text mining conducted on the search criteria, The US contributed the most publications on teacher competency. Also, academic interest in teacher competency has increased constantly in the last twenty years. Most publications on the subject are in the social sciences field and in the form of articles. Results obtained with science mapping, one of the bibliometric analysis techniques, have been discussed from a neoliberal perspective, focusing on the last twenty-two years. Overall, the results of this study provide a quick overview of the output in the field over the years and a guide for the future direction of teacher competency research.