學術產出-Theses
Article View/Open
Publication Export
-
題名 教師專業發展知識圖譜之可視化分析
Visual analysis of the knowledge map on teacher professional development作者 賴荷婷
Lai, Ho-Ting貢獻者 吳政達
Wu, Cheng-Da
賴荷婷
Lai, Ho-Ting關鍵詞 教師專業發展
知識圖譜
文獻計量法
teacher professional development
knowledge map
bibliometrics日期 2024 上傳時間 1-Mar-2024 14:22:24 (UTC+8) 摘要 本研究目的透過文獻計量法建構教師專業發展知識圖譜並進行可視化分析，使用Scopus 資料庫中1924至2022年總計27,810篇文獻並透過VOSviewer軟體進行合作分析、共現分析、共被引分析及耦合分析教師專業發展研究社群合作情形、研究熱點、知識基礎及研究前沿結果摘要如下： 一、國家（地區）、機構及作者之間的合作主要來自美英澳等國並任職於大學居多，研究主題也因國家、地區及族群需求不同而增加多元性。 二、關鍵詞共現分析發現教師專業發展研究主要有四個研究熱點分別為教育、教師訓練、師範教育及專業學習。 三、文獻共被引分析教師專業發展主要有七項知識基礎，情境學習理論及反思實踐為專業學習及社群實踐提供理論基礎，教師專業發展演進三階段（重點學科、教育創新、跨域合作）為專業社群跨專業合作提供其理論基礎。其次，標準運動提供教師專業發展必然的背景因素，將學生的學習置於有意義的背景中為創建學習社群及師生討提供其理論基礎。接著透過典範轉移，教師專業發展研究方法走向，逐漸走向質性及量化混合的研究方法。然後Bandura自我效能理論為新手教師研究提供理論基礎。最後情境認知理論則為科學教育及教學知識內容理論架構及有效的教學提供其理論基礎。 四、文獻耦合分析教師專業發展研究前沿主題包括專業認同、教師學習、師生關係、科技融入教學內容知識、專業發展的評估、STEM課程教學變革、以學生為中心、持續專業發展及學習社群等九個研究前沿。 五、建議未來的研究可使用其他軟體工具來進一步進行聚類分析及路徑分析，以分析關鍵論文前後引用關係，了解理論發展脈絡及子領域當前研究趨勢。
The main goal of this research work was accomplished by using a bibliometric analysis based on 27,810 documents from the Scopus database published between 1924 and 2022 to construct a teacher professional development knowledge map and conducts visual analysis. It uses VOSviewer to conduct co- authorship analysis, co-occurrence analysis, co-citation analysis and bibliographic coupling analysis, and discovers the country‑wise and institution‑wise contribution, research hot spots, and the knowledge base and research frontiers are as follows: 1. Cooperation between countries (regions), institutions and authors mainly come from the United States, Britain, Australia and other countries, and most of them work in universities. Research topics also increase in diversity due to different needs of countries, regions and ethnic groups. 2. Keyword co-occurrence analysis found that there are four main research hotspots in teacher professional development research: education, teacher training, teacher education and professional learning. 3. Co-citation analysis: Teacher professional development mainly has seven knowledge bases. Situated learning theory and reflective practice provide a theoretical basis for professional learning and community practice. Teacher professional development evolves in three stages provides a theoretical basis for cross-professional cooperation among professional communities. Secondly, the standards movement provides necessary background factors for teachers’ professional development, placing students’ learning in a meaningful context and providing a theoretical basis for creating learning communities and teacher-student discussions. Then, through paradigm shift, the research method trend of teacher professional development gradually moved towards a mixed qualitative and quantitative research method. Then Bandura's self-efficacy theory provides a theoretical basis for novice teacher research. Finally, situational cognition theory provides the theoretical basis for the theoretical framework of science education and teaching knowledge content and effective teaching. 4. Bibliographic Coupling Analysis The cutting-edge topics of teacher professional development research include professional identity, teacher learning, teacher-student relationship, integration of technology into teaching content knowledge, professional development evaluation, STEM curriculum teaching reform, student-centeredness, continuous professional development and learning community and nine research fronts. 5. It is recommended that future research can use other software to further conduct cluster analysis and path analysis to analyze the citation relationships of key papers and understand the theoretical development context and current research trends in sub-fields.參考文獻 方瑀紳（2015）。科技教育研究主題的演進與研究前沿：1970~ 2013 年研究文獻的共被引分析。未出版之博（碩）士論文，國立臺灣師範大學，科技應用與人力資源發展學系，臺北市。檢自 http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96943 李杰、陳超美，（2017）。CiteSpacedk科技文本挖掘及可視化（第二版）。北京：首都經濟貿易大學出版社。 陳悅，（2014）。引文空間分析原理與應用：CiteSpace實用指南。北京：科學研究社。 張德銳、郭淑芳，（2011）。我國中小學教師專業發展實務與研究的問題與展望。師資培育與教師專業發展期刊，4（2），21-43。 張新仁，（2012）。臺灣中小學教師專業發展的推動策略。教育人力與專業發展，29（1），13-24。 張嘉彬，（2016）。從研究方法角度探討研究前沿。大學圖書館，20（1），88-112。 曹樹金、吳育冰、韋景竹、馬翠娥，（2015）。知識圖譜研究的脈絡、流派與趨勢－－基於SSCI與CSSCI期刊論文的計量與可視化。中國圖書館學報，41（5），16-34。 鄭詩釧（2005）。國民中小學組織文化與教師專業發展關係之研究。未出版之博（碩）士論文，國立臺灣師範大學，教育研究所，博士論文，臺北市。檢自https://hdl.handle.net/11296/ttzdc4 教育部部史重大教育政策發展歷程-師資培育。檢自http://history.moe.gov.tw/policy 中華民國師資培育統計年報。檢自https://depart.moe.edu.tw/ED2600/News.aspx?n=C6A181E8F32C2BBA&sms=EA1FA0326D3BA142 教育部駐洛杉磯辦事處教育組（2019年8月1日）。加州幼教師資的低薪困境亟待解決。教育部電子報，881。檢自https://epaper.edu.tw/windows.aspx?windows_sn=22527 教育部駐瑞典代表處教育組（2019年8月1日）。瑞典幼教老師離職潮造成師資不足。教育部電子報，691。檢自https://epaper.edu.tw/windows.aspx?windows_sn=17571 鄭詩釧，（2005）。國民中小學組織文化與教師專業發展關係之研究。未出版之博（碩）士論文，國立臺灣師範大學，教育學系，臺北市。檢自http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90362 貳、英文部分 Abdal-Haqq, I.（1995）. Infusing Technology into Preservice Teacher Education. ERIC Digest. Adams, A., & Glickman, C.（1984）. Does clinical supervision work? A review of research. Tennessee Educational Leadership, 11, 38-40. Avalos, B. （2011）. Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27（1）, 10-20. Bernal, J. D. （1939）. The Social Function of Science. Faber & Faber. Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. Professional development in education: New paradigms and practices, 1, 35-65. Borko, H., Jacobs, J., & Koellner, K. （2010）. Contemporary approaches to teacher professional development. International encyclopedia of education, 7（2）, 548-556. Broadus, R. （1987）. Toward a definition of “bibliometrics”. Scientometrics, 12（5-6）, 373-379. Burbules, N. C., & Densmore, K. (1991). The limits of making teaching a profession. Educational Policy, 5(1), 44-63. Burt, R. S. （2009）. Structural holes: The social structure of competition. Harvard university press. Bybee, R. W., & Loucks-Horsley, S. (2000). Advancing technology education: The role of professional development. The Technology Teacher, 60(2), 31-34. Calderhead, J.（1995）. “Teachers as clinicians”. In: Anderson, L. （Ed.）, International encyclopedia of teaching and teacher education （second edition）. London: Pergamon Press. Calderhead, J., & Shorrock, S. B. （2003）. Understanding teacher education: Case studies in the professional development of beginning teachers. Routledge. Chen,C.（2004）.Searching for intellectual turning points: Progressive knowledge domain visualization. Proceedings of the National Academy of Sciences, 101（suppl 1）, 5303-5310. Chen, C. （2017）. Science mapping: a systematic review of the literature. Journal of Data and Information Science, 2（2）, 1-40. Clement, M., & Vandenberghe, R. （2000）. Teachers’ professional development: a solitary or collegial （ad） venture?. Teaching and teacher education, 16（1）, 81-101. Clift, R. T., Houston, W., & Pugach, M. C. (1990). Encouraging reflective practice in education: An analysis of issues and programs. In This book is the product of a working conference on Reflection in Teaching and Teacher Education sponsored by the University of Houston and the US Department of Education, Office of Educational Research and Improvement, held in Houston, Texas in Oct 1987.. Teachers College Press. Cobb, P. (1999). Individual and collective mathematical development: The case of statistical data analysis. Mathematical thinking and learning, 1(1), 5-43. Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational researcher, 19(2), 2-11. Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching and teacher education, 17(5), 527-546. Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. Teachers caught in the action: Professional development that matters, 45-58. Coldwell, M. （2017）. Exploring the influence of professional development on teacher careers: A path model approach. Teaching and teacher education, 61, 189-198. Darling-Hammond, L. (1994). Professional development schools: Schools for developing a profession. Teachers College Press.. Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76(8), 597-604. Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational leadership, 53(6), 4-10. Darling-Hammond, L. (1998). Teachers and teaching: Testing policy hypotheses from a national commission report. Educational researcher, 27(1), 5-15. Darling-Hammond, L. (1999). Target Time Toward Teachers. Journal of staff Development, 20(2), 31-36. Day, C. (2000). Teachers in the twenty-first century: Time to renew the vision. Teachers and teaching, 6(1), 101-115. Dreyfus, H. L., & Dreyfus, S. E. (2004). The ethical implications of the five-stage skill-acquisition model. Bulletin of Science, Technology & Society, 24(3), 251-264. Easton, L. B. （2002）. How the tuning protocol works. Educational Leadership, 59（6）, 28-30. Ganser, T. （2000）. An ambitious vision of professional development for teachers. NASSP bulletin, 84（618）, 6-12. Garfield, E. （1955）. Citation indexes for science. Science, 122（3159）, 108-111. Garfield, E. (1965). Can citation indexing be automated. Statistical association methods for mechanized documentation, symposium proceedings ,269, 189-192. Garfield, E. （2006）. Citation indexes for science. A new dimension in documentation through association of ideas. International journal of epidemiology, 35（5）, 1123-1127. Glaser, R. (1987). Teaching expert novices. Educational Researcher, 16(9), 5-5. Glaser, R. (1995). Expert knowledge and the processes of thinking. Subject learning in the primary curriculum: issues in Englih, science and mathematics, 274-288. Glatthorn, A. （1987）. Cooperative professional development: Peer-centered options for teacher growth. Educational leadership, 45（3）, 31-35. Glatthorn, A.（1995）. “Teacher development”. In: Anderson, L. （Ed.）, International encyclopedia of teaching and teacher education （second edition）. London: Pergamon Press. Goodson, I.（2000）. “Professional knowledge and the teachers’ life and work”. In: Day, C.; Fernandez, A.; Hauge, T.E.; Moller, J. （Eds.）, The life and work of teachers: international perspectives in changing times. London: Falmer Press. Granovetter, M. S. （1977）. The strength of weak ties. In Social networks （pp. 347-367）. Academic Press. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108. Gregorc, A. F. (1973). Developing plans for professional growth. NASSP bulletin, 57(377), 1-8. Guskey, T.R. 1997 （Spring）. “Research needs to link professional development and student learning”. In: Journal of Staff Development, 18, 36-40. Haggerty, M. E., & Nash, H. B. (1924). Mental Capacity of Children and Paternal Occupation. Journal of Educational Psychology, 15(9), 559. Haselkorn, D., & Fideler, E. (1996). Breaking the Class Ceiling: Paraeducator Pathways to Teaching. Recruiting New Teachers. Hollingsworth, S.（1995）.“Teachers as researchers”. In: Anderson, L. （Ed.）, International encyclopedia of teaching and teacher education （second edition）. London: Pergamon Press. Hoyle, E. (1995). The Teaching Profession in an Uncertain World. Educational Leadership and Change: An International Perspective, 1, 201. Huberman, M. (1989). The professional life cycle of teachers. Teachers college record, 91(1), 31-57. Huberman, M. (2001). Networks that alter teaching: Conceptualisations, exchanges and experiments. Teacher development: Exploring our own practice, 141-159. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American educational research journal, 38(3), 499-534. Johnson, S.; Monk, M.; Swain, J. 2000. “Constraints on development and change to science teachers’ practice in Egyptian classrooms”. Journal of Education for Teaching, 26（1）, 9-24. Johnson, S., Hodges, M., & Monk, M. （2000）. Teacher development and change in South Africa: A critique of the appropriateness of transfer of northern/western practice. Compare: A Journal of Comparative and International Education, 30（2）, 179-192. Kessler, M. M. （1963）. Bibliographic coupling between scientific papers. American documentation, 14（1）, 10-25. Knight, S.L.; Wiseman, D.L.; Cooner, D. 2000. “Using collaborative teacher research to determine the impact of professional development school activities on elementary students’ math and writing outcomes”. Journal of Teacher Education, 51（1）, 26-38. Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of teacher education, 51(3), 221-227. Loucks‐Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School science and mathematics, 99(5), 258-271 Lovett, M. W., Lacerenza, L., De Palma, M., Benson, N. J., Steinbach, K. A., & Frijters, J. C. (2008). Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development?. Teaching and Teacher Education, 24(4), 1083-1097. Macià, M., & García, I. （2016）. Informal online communities and networks as a source of teacher professional development: A review. Teaching and teacher education, 55, 291-307. McLaughlin, M. W., & Zarrow, J. O. E. L. (2001). Teachers engaged in evidence-based reform: Trajectories of teachers’ inquiry, analysis, and action. Teachers caught in the action: Professional development that matters, 79-101. Merseth, K. K. (1991). General interest: Supporting beginning teachers with computer networks. Journal of Teacher Education, 42(2), 140-147. Merseth, K. K. (1994). Cases, Case Methods, and the Professional Development of Educators. ERIC Digest. Mishra, G. R., Suresh, M., Kumaran, K., Kannabiran, N., Suresh, S., Bala, P., ... & Pandey, A. (2006). aan protein reference database—2006 update. Nucleic acids research, 34(suppl_1), D411-D414. Morine-Dershimer, G. (1989). Preservice teachers' conceptions of content and pedagogy: Measuring growth in reflective, pedagogical decision-making. Journal of teacher education, 40(5), 46-52. Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual review of psychology, 49(1), 345-375. Perraton, H. (1995). Distance education for teacher training: International experience. Distance education for language teachers: A UK perspective, 21-34. Pickering, C., & Byrne, J. (2014). The benefits of publishing systematic quantitative literature reviews for PhD candidates and other early-career researchers. Higher Education Research & Development, 33(3), 534-548. Popper, K. （1979）. Three worlds. University of Michigan. from:https://tannerlectures.utah.edu/_documents/a-to-z/p/popper80.pdf Popper, K. R. （1952）. The nature of philosophical problems and their roots in science. The British Journal for the Philosophy of Science, 3（10）, 124-156. Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational research, 54(4), 405-429. Price, D. J. D. S. （1965）. Networks of scientific papers. Science, 510-515. Pritchard,A.（1969）. Statistical bibliography or bibliometrics. Journal of documentation, 25（4）, 348-349. Shiffrin, R. M., & Börner, K. （2004）. Mapping knowledge domains. Proc Natl Acad Sci USA. 101（l 1）: 5183–5185. Smith, L. C. (1981). Citation analysis. Small, H. （1973）. Co‐citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for information Science, 24（4）, 265-269. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of teacher education, 40(2), 2-9. Song, Y., Lei, L., Wu, L., & Chen, S. (2023). Studying domain structure: a comparative analysis of bibliographic coupling analysis and co-citation analysis considering all authors. Online Information Review, 47(1), 123-137. Su, J., Zhong, Y., & Ng, D. T. K. (2022). A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region. Computers and Education: Artificial Intelligence, 3, 100065. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of research in science teaching: the official journal of the national association for research in science teaching, 37(9), 963-980. Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational policy, 14(3), 331-356. The Teacher today : tasks, conditions, policies. （1990）. Paris, France: Organisation for Economic Co-operation and Development . The Google DeepMind challenge match, Retrieved June 12 2002, from: https://deepmind.com/alphago-korea. Upham, S., & Small, H. （2010）. Emerging research fronts in science and technology: patterns of new knowledge development. Scientometrics, 83（1）, 15-38. Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. scientometrics, 84(2), 523-538. Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(2), 137-158. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91. Villegas-Reimers, E. (1998). The preparation of teachers in Latin America: Challenges and trends. Washington, DC: Human Development Department, World Bank, Latin America and the Caribbean Regional Office. Villegas-Reimers, E. （2003）. Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning. Wallin, J. A. (2005). Bibliometric methods: pitfalls and possibilities. Basic & clinical pharmacology & toxicology, 97(5), 261-275. Walling, B., & Lewis, M. (2000). Development of professional identity among professional development school preservice teachers: Longitudinal and comparative analysis. Action in teacher Education, 22(sup2), 65-72. Wu, H., Wang, Y., Tong, L., Yan, H., & Sun, Z. (2021). Global research trends of ferroptosis: a rapidly evolving field with enormous potential. Frontiers in Cell and Developmental Biology, 9, 646311. Yinger, R. J. (1980). A study of teacher planning. The elementary school journal, 80(3), 107-127. Zhou, W., Kou, A., Chen, J., & Ding, B. (2018). A retrospective analysis with bibliometric of energy security in 2000–2017. Energy reports, 4, 724-732. 描述 碩士
國立政治大學
學校行政碩士在職專班
106911003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106911003 資料類型 thesis dc.contributor.advisor 吳政達 zh_TW dc.contributor.advisor Wu, Cheng-Da en_US dc.contributor.author (Authors) 賴荷婷 zh_TW dc.contributor.author (Authors) Lai, Ho-Ting en_US dc.creator (作者) 賴荷婷 zh_TW dc.creator (作者) Lai, Ho-Ting en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Mar-2024 14:22:24 (UTC+8) - dc.date.available 1-Mar-2024 14:22:24 (UTC+8) - dc.date.issued (上傳時間) 1-Mar-2024 14:22:24 (UTC+8) - dc.identifier (Other Identifiers) G0106911003 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/150289 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 學校行政碩士在職專班 zh_TW dc.description (描述) 106911003 zh_TW dc.description.abstract (摘要) 本研究目的透過文獻計量法建構教師專業發展知識圖譜並進行可視化分析，使用Scopus 資料庫中1924至2022年總計27,810篇文獻並透過VOSviewer軟體進行合作分析、共現分析、共被引分析及耦合分析教師專業發展研究社群合作情形、研究熱點、知識基礎及研究前沿結果摘要如下： 一、國家（地區）、機構及作者之間的合作主要來自美英澳等國並任職於大學居多，研究主題也因國家、地區及族群需求不同而增加多元性。 二、關鍵詞共現分析發現教師專業發展研究主要有四個研究熱點分別為教育、教師訓練、師範教育及專業學習。 三、文獻共被引分析教師專業發展主要有七項知識基礎，情境學習理論及反思實踐為專業學習及社群實踐提供理論基礎，教師專業發展演進三階段（重點學科、教育創新、跨域合作）為專業社群跨專業合作提供其理論基礎。其次，標準運動提供教師專業發展必然的背景因素，將學生的學習置於有意義的背景中為創建學習社群及師生討提供其理論基礎。接著透過典範轉移，教師專業發展研究方法走向，逐漸走向質性及量化混合的研究方法。然後Bandura自我效能理論為新手教師研究提供理論基礎。最後情境認知理論則為科學教育及教學知識內容理論架構及有效的教學提供其理論基礎。 四、文獻耦合分析教師專業發展研究前沿主題包括專業認同、教師學習、師生關係、科技融入教學內容知識、專業發展的評估、STEM課程教學變革、以學生為中心、持續專業發展及學習社群等九個研究前沿。 五、建議未來的研究可使用其他軟體工具來進一步進行聚類分析及路徑分析，以分析關鍵論文前後引用關係，了解理論發展脈絡及子領域當前研究趨勢。 zh_TW dc.description.abstract (摘要) The main goal of this research work was accomplished by using a bibliometric analysis based on 27,810 documents from the Scopus database published between 1924 and 2022 to construct a teacher professional development knowledge map and conducts visual analysis. It uses VOSviewer to conduct co- authorship analysis, co-occurrence analysis, co-citation analysis and bibliographic coupling analysis, and discovers the country‑wise and institution‑wise contribution, research hot spots, and the knowledge base and research frontiers are as follows: 1. Cooperation between countries (regions), institutions and authors mainly come from the United States, Britain, Australia and other countries, and most of them work in universities. Research topics also increase in diversity due to different needs of countries, regions and ethnic groups. 2. Keyword co-occurrence analysis found that there are four main research hotspots in teacher professional development research: education, teacher training, teacher education and professional learning. 3. Co-citation analysis: Teacher professional development mainly has seven knowledge bases. Situated learning theory and reflective practice provide a theoretical basis for professional learning and community practice. Teacher professional development evolves in three stages provides a theoretical basis for cross-professional cooperation among professional communities. Secondly, the standards movement provides necessary background factors for teachers’ professional development, placing students’ learning in a meaningful context and providing a theoretical basis for creating learning communities and teacher-student discussions. Then, through paradigm shift, the research method trend of teacher professional development gradually moved towards a mixed qualitative and quantitative research method. Then Bandura's self-efficacy theory provides a theoretical basis for novice teacher research. Finally, situational cognition theory provides the theoretical basis for the theoretical framework of science education and teaching knowledge content and effective teaching. 4. Bibliographic Coupling Analysis The cutting-edge topics of teacher professional development research include professional identity, teacher learning, teacher-student relationship, integration of technology into teaching content knowledge, professional development evaluation, STEM curriculum teaching reform, student-centeredness, continuous professional development and learning community and nine research fronts. 5. It is recommended that future research can use other software to further conduct cluster analysis and path analysis to analyze the citation relationships of key papers and understand the theoretical development context and current research trends in sub-fields. en_US dc.description.tableofcontents 第一章 緒論 7 第一節 研究動機 7 第二節 研究目的與待答問題 10 第三節 名詞釋義 13 第四節 研究範圍與限制 15 第二章 文獻探討 19 第一節 教師專業發展研究 19 第二節 知識圖譜理論基礎 38 第三章 研究設計與實施 43 第一節 研究架構 43 第二節 研究對象 44 第三節 研究方法 46 第四節 研究工具 49 第四章 資料分析 55 第一節 教師專業發展合作分析 55 第二節 教師專業發展關鍵詞共現分析 68 第三節 教師專業發展共被引分析 88 第四節 教師專業發展耦合分析 97 第五章 結論與建議 131 第一節 結論 131 第二節 教師專業發展未來建議 135 參考文獻 137 zh_TW dc.format.extent 5100511 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106911003 en_US dc.subject (關鍵詞) 教師專業發展 zh_TW dc.subject (關鍵詞) 知識圖譜 zh_TW dc.subject (關鍵詞) 文獻計量法 zh_TW dc.subject (關鍵詞) teacher professional development en_US dc.subject (關鍵詞) knowledge map en_US dc.subject (關鍵詞) bibliometrics en_US dc.title (題名) 教師專業發展知識圖譜之可視化分析 zh_TW dc.title (題名) Visual analysis of the knowledge map on teacher professional development en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 方瑀紳（2015）。科技教育研究主題的演進與研究前沿：1970~ 2013 年研究文獻的共被引分析。未出版之博（碩）士論文，國立臺灣師範大學，科技應用與人力資源發展學系，臺北市。檢自 http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96943 李杰、陳超美，（2017）。CiteSpacedk科技文本挖掘及可視化（第二版）。北京：首都經濟貿易大學出版社。 陳悅，（2014）。引文空間分析原理與應用：CiteSpace實用指南。北京：科學研究社。 張德銳、郭淑芳，（2011）。我國中小學教師專業發展實務與研究的問題與展望。師資培育與教師專業發展期刊，4（2），21-43。 張新仁，（2012）。臺灣中小學教師專業發展的推動策略。教育人力與專業發展，29（1），13-24。 張嘉彬，（2016）。從研究方法角度探討研究前沿。大學圖書館，20（1），88-112。 曹樹金、吳育冰、韋景竹、馬翠娥，（2015）。知識圖譜研究的脈絡、流派與趨勢－－基於SSCI與CSSCI期刊論文的計量與可視化。中國圖書館學報，41（5），16-34。 鄭詩釧（2005）。國民中小學組織文化與教師專業發展關係之研究。未出版之博（碩）士論文，國立臺灣師範大學，教育研究所，博士論文，臺北市。檢自https://hdl.handle.net/11296/ttzdc4 教育部部史重大教育政策發展歷程-師資培育。檢自http://history.moe.gov.tw/policy 中華民國師資培育統計年報。檢自https://depart.moe.edu.tw/ED2600/News.aspx?n=C6A181E8F32C2BBA&sms=EA1FA0326D3BA142 教育部駐洛杉磯辦事處教育組（2019年8月1日）。加州幼教師資的低薪困境亟待解決。教育部電子報，881。檢自https://epaper.edu.tw/windows.aspx?windows_sn=22527 教育部駐瑞典代表處教育組（2019年8月1日）。瑞典幼教老師離職潮造成師資不足。教育部電子報，691。檢自https://epaper.edu.tw/windows.aspx?windows_sn=17571 鄭詩釧，（2005）。國民中小學組織文化與教師專業發展關係之研究。未出版之博（碩）士論文，國立臺灣師範大學，教育學系，臺北市。檢自http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90362 貳、英文部分 Abdal-Haqq, I.（1995）. Infusing Technology into Preservice Teacher Education. ERIC Digest. Adams, A., & Glickman, C.（1984）. Does clinical supervision work? A review of research. Tennessee Educational Leadership, 11, 38-40. Avalos, B. （2011）. Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27（1）, 10-20. Bernal, J. D. （1939）. The Social Function of Science. Faber & Faber. Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. Professional development in education: New paradigms and practices, 1, 35-65. Borko, H., Jacobs, J., & Koellner, K. （2010）. Contemporary approaches to teacher professional development. International encyclopedia of education, 7（2）, 548-556. Broadus, R. （1987）. Toward a definition of “bibliometrics”. Scientometrics, 12（5-6）, 373-379. Burbules, N. C., & Densmore, K. (1991). The limits of making teaching a profession. Educational Policy, 5(1), 44-63. Burt, R. S. （2009）. Structural holes: The social structure of competition. Harvard university press. Bybee, R. W., & Loucks-Horsley, S. (2000). Advancing technology education: The role of professional development. The Technology Teacher, 60(2), 31-34. Calderhead, J.（1995）. “Teachers as clinicians”. In: Anderson, L. （Ed.）, International encyclopedia of teaching and teacher education （second edition）. London: Pergamon Press. Calderhead, J., & Shorrock, S. B. （2003）. Understanding teacher education: Case studies in the professional development of beginning teachers. Routledge. Chen,C.（2004）.Searching for intellectual turning points: Progressive knowledge domain visualization. Proceedings of the National Academy of Sciences, 101（suppl 1）, 5303-5310. Chen, C. （2017）. Science mapping: a systematic review of the literature. Journal of Data and Information Science, 2（2）, 1-40. Clement, M., & Vandenberghe, R. （2000）. Teachers’ professional development: a solitary or collegial （ad） venture?. Teaching and teacher education, 16（1）, 81-101. Clift, R. T., Houston, W., & Pugach, M. C. (1990). Encouraging reflective practice in education: An analysis of issues and programs. In This book is the product of a working conference on Reflection in Teaching and Teacher Education sponsored by the University of Houston and the US Department of Education, Office of Educational Research and Improvement, held in Houston, Texas in Oct 1987.. Teachers College Press. Cobb, P. (1999). Individual and collective mathematical development: The case of statistical data analysis. Mathematical thinking and learning, 1(1), 5-43. Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational researcher, 19(2), 2-11. Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching and teacher education, 17(5), 527-546. Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. Teachers caught in the action: Professional development that matters, 45-58. Coldwell, M. （2017）. Exploring the influence of professional development on teacher careers: A path model approach. Teaching and teacher education, 61, 189-198. Darling-Hammond, L. (1994). Professional development schools: Schools for developing a profession. Teachers College Press.. Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76(8), 597-604. Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational leadership, 53(6), 4-10. Darling-Hammond, L. (1998). Teachers and teaching: Testing policy hypotheses from a national commission report. Educational researcher, 27(1), 5-15. Darling-Hammond, L. (1999). Target Time Toward Teachers. Journal of staff Development, 20(2), 31-36. Day, C. (2000). Teachers in the twenty-first century: Time to renew the vision. Teachers and teaching, 6(1), 101-115. Dreyfus, H. L., & Dreyfus, S. E. (2004). The ethical implications of the five-stage skill-acquisition model. Bulletin of Science, Technology & Society, 24(3), 251-264. Easton, L. B. （2002）. How the tuning protocol works. Educational Leadership, 59（6）, 28-30. Ganser, T. （2000）. An ambitious vision of professional development for teachers. NASSP bulletin, 84（618）, 6-12. Garfield, E. （1955）. Citation indexes for science. Science, 122（3159）, 108-111. Garfield, E. (1965). Can citation indexing be automated. Statistical association methods for mechanized documentation, symposium proceedings ,269, 189-192. Garfield, E. （2006）. Citation indexes for science. A new dimension in documentation through association of ideas. International journal of epidemiology, 35（5）, 1123-1127. Glaser, R. (1987). Teaching expert novices. Educational Researcher, 16(9), 5-5. Glaser, R. (1995). Expert knowledge and the processes of thinking. Subject learning in the primary curriculum: issues in Englih, science and mathematics, 274-288. Glatthorn, A. （1987）. Cooperative professional development: Peer-centered options for teacher growth. Educational leadership, 45（3）, 31-35. Glatthorn, A.（1995）. “Teacher development”. In: Anderson, L. （Ed.）, International encyclopedia of teaching and teacher education （second edition）. London: Pergamon Press. Goodson, I.（2000）. “Professional knowledge and the teachers’ life and work”. In: Day, C.; Fernandez, A.; Hauge, T.E.; Moller, J. （Eds.）, The life and work of teachers: international perspectives in changing times. London: Falmer Press. Granovetter, M. S. （1977）. The strength of weak ties. In Social networks （pp. 347-367）. Academic Press. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108. Gregorc, A. F. (1973). Developing plans for professional growth. NASSP bulletin, 57(377), 1-8. Guskey, T.R. 1997 （Spring）. “Research needs to link professional development and student learning”. In: Journal of Staff Development, 18, 36-40. Haggerty, M. E., & Nash, H. B. (1924). Mental Capacity of Children and Paternal Occupation. Journal of Educational Psychology, 15(9), 559. Haselkorn, D., & Fideler, E. (1996). Breaking the Class Ceiling: Paraeducator Pathways to Teaching. Recruiting New Teachers. Hollingsworth, S.（1995）.“Teachers as researchers”. In: Anderson, L. （Ed.）, International encyclopedia of teaching and teacher education （second edition）. London: Pergamon Press. Hoyle, E. (1995). The Teaching Profession in an Uncertain World. Educational Leadership and Change: An International Perspective, 1, 201. Huberman, M. (1989). The professional life cycle of teachers. Teachers college record, 91(1), 31-57. Huberman, M. (2001). Networks that alter teaching: Conceptualisations, exchanges and experiments. Teacher development: Exploring our own practice, 141-159. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American educational research journal, 38(3), 499-534. Johnson, S.; Monk, M.; Swain, J. 2000. “Constraints on development and change to science teachers’ practice in Egyptian classrooms”. Journal of Education for Teaching, 26（1）, 9-24. Johnson, S., Hodges, M., & Monk, M. （2000）. Teacher development and change in South Africa: A critique of the appropriateness of transfer of northern/western practice. Compare: A Journal of Comparative and International Education, 30（2）, 179-192. Kessler, M. M. （1963）. Bibliographic coupling between scientific papers. American documentation, 14（1）, 10-25. Knight, S.L.; Wiseman, D.L.; Cooner, D. 2000. “Using collaborative teacher research to determine the impact of professional development school activities on elementary students’ math and writing outcomes”. Journal of Teacher Education, 51（1）, 26-38. Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of teacher education, 51(3), 221-227. Loucks‐Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School science and mathematics, 99(5), 258-271 Lovett, M. W., Lacerenza, L., De Palma, M., Benson, N. J., Steinbach, K. A., & Frijters, J. C. (2008). Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development?. Teaching and Teacher Education, 24(4), 1083-1097. Macià, M., & García, I. （2016）. Informal online communities and networks as a source of teacher professional development: A review. Teaching and teacher education, 55, 291-307. McLaughlin, M. W., & Zarrow, J. O. E. L. (2001). Teachers engaged in evidence-based reform: Trajectories of teachers’ inquiry, analysis, and action. Teachers caught in the action: Professional development that matters, 79-101. Merseth, K. K. (1991). General interest: Supporting beginning teachers with computer networks. Journal of Teacher Education, 42(2), 140-147. Merseth, K. K. (1994). Cases, Case Methods, and the Professional Development of Educators. ERIC Digest. Mishra, G. R., Suresh, M., Kumaran, K., Kannabiran, N., Suresh, S., Bala, P., ... & Pandey, A. (2006). aan protein reference database—2006 update. Nucleic acids research, 34(suppl_1), D411-D414. Morine-Dershimer, G. (1989). Preservice teachers' conceptions of content and pedagogy: Measuring growth in reflective, pedagogical decision-making. Journal of teacher education, 40(5), 46-52. Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual review of psychology, 49(1), 345-375. Perraton, H. (1995). Distance education for teacher training: International experience. Distance education for language teachers: A UK perspective, 21-34. Pickering, C., & Byrne, J. (2014). The benefits of publishing systematic quantitative literature reviews for PhD candidates and other early-career researchers. Higher Education Research & Development, 33(3), 534-548. Popper, K. （1979）. Three worlds. University of Michigan. from:https://tannerlectures.utah.edu/_documents/a-to-z/p/popper80.pdf Popper, K. R. （1952）. The nature of philosophical problems and their roots in science. The British Journal for the Philosophy of Science, 3（10）, 124-156. Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational research, 54(4), 405-429. Price, D. J. D. S. （1965）. Networks of scientific papers. Science, 510-515. Pritchard,A.（1969）. Statistical bibliography or bibliometrics. Journal of documentation, 25（4）, 348-349. Shiffrin, R. M., & Börner, K. （2004）. Mapping knowledge domains. Proc Natl Acad Sci USA. 101（l 1）: 5183–5185. Smith, L. C. (1981). Citation analysis. Small, H. （1973）. Co‐citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for information Science, 24（4）, 265-269. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of teacher education, 40(2), 2-9. Song, Y., Lei, L., Wu, L., & Chen, S. (2023). Studying domain structure: a comparative analysis of bibliographic coupling analysis and co-citation analysis considering all authors. Online Information Review, 47(1), 123-137. Su, J., Zhong, Y., & Ng, D. T. K. (2022). A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region. Computers and Education: Artificial Intelligence, 3, 100065. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of research in science teaching: the official journal of the national association for research in science teaching, 37(9), 963-980. Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational policy, 14(3), 331-356. The Teacher today : tasks, conditions, policies. （1990）. Paris, France: Organisation for Economic Co-operation and Development . The Google DeepMind challenge match, Retrieved June 12 2002, from: https://deepmind.com/alphago-korea. Upham, S., & Small, H. （2010）. Emerging research fronts in science and technology: patterns of new knowledge development. Scientometrics, 83（1）, 15-38. Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. scientometrics, 84(2), 523-538. Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(2), 137-158. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91. Villegas-Reimers, E. (1998). The preparation of teachers in Latin America: Challenges and trends. Washington, DC: Human Development Department, World Bank, Latin America and the Caribbean Regional Office. Villegas-Reimers, E. （2003）. Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning. Wallin, J. A. (2005). Bibliometric methods: pitfalls and possibilities. Basic & clinical pharmacology & toxicology, 97(5), 261-275. Walling, B., & Lewis, M. (2000). Development of professional identity among professional development school preservice teachers: Longitudinal and comparative analysis. Action in teacher Education, 22(sup2), 65-72. Wu, H., Wang, Y., Tong, L., Yan, H., & Sun, Z. (2021). Global research trends of ferroptosis: a rapidly evolving field with enormous potential. Frontiers in Cell and Developmental Biology, 9, 646311. Yinger, R. J. (1980). A study of teacher planning. The elementary school journal, 80(3), 107-127. Zhou, W., Kou, A., Chen, J., & Ding, B. (2018). A retrospective analysis with bibliometric of energy security in 2000–2017. Energy reports, 4, 724-732. zh_TW
