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政大機構典藏 > 教育學院 > 教育行政與政策研究所 > 學位論文 > Item 140.119/159405

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題名:	教師專業學習社群之文獻計量分析 A Bibliometric Analysis of Teacher Professional Learning Community
作者:	溫筑暄 Wen, Chu-Hsuan
貢獻者:	莊俊儒 Ching, Gregory 溫筑暄 Wen, Chu-Hsuan
關鍵詞:	教師專業學習社群文獻計量分析 VOSviewer CiteSpace 知識基礎研究熱點研究前沿 Teacher Professional Learning Community Bibliometric Analysis VOSviewer CiteSpace Intellectual Base Research Hotspot Research Front
日期:	2025
上傳時間:	2025-09-01 16:55:18 (UTC+8)
摘要:	本研究旨在針對Web of Science核心合輯之SSCI資料庫中，與「教師專業學習社群」相關之期刊文獻進行文獻計量分析。研究者首先透過Web of Science核心合輯資料庫的檢索結果分析功能及VOSviewer軟體的引文分析結果，瞭解教師專業學習社群研究領域之發展現況；其次，依據VOSviewer軟體之文獻共被引分析結果，探究本領域之知識基礎；再者，借助VOSviewer軟體之關鍵詞共現分析結果，揭櫫本領域之研究熱點；最後，藉由CiteSpace軟體之突發性探測分析，揭示本領域之研究前沿。本研究以「teacher professional learning community」AND「“professional learning community” OR “professional learning communities”」作為關鍵詞，將檢索範圍限定於「主題」(Topic)欄位、出版年份設定為1990年至2024年進行檢索，並限縮「期刊文章」(Article)一種文獻類型，最終共得文獻589篇。研究結果顯示，於研究現況方面為：(一)教師專業學習社群研究領域呈穩定成長趨勢；(二)教師專業學習社群主題於多元領域廣泛受到重視；(三)《教學與教師教育》為最重要之期刊；(四)核心研究國家由美國擴展至中國；(五)Louise Stoll為最重要之學者。在知識基礎部分，包含「教育改革與學校改進」、「理論發展與構成要素」、「跨文化的實施與挑戰」、「影響與成效」及「社群類型與運作模式」五項主題，其中Stoll等(2006)所發表的〈專業學習社群：文獻回顧〉為最具代表性的重要文獻。在研究熱點方面，「教師專業發展」與「教師協作」為當前最受關注之議題。而研究前沿部分，則聚焦於「領導實踐與組織支持」、「教師心理感知與工作情境」、「科技應用的整合與轉化」，以及「全球視野下的在地實踐與情境脈絡」四大面向。 This study conducts a bibliometric analysis of journal articles related to "teacher professional learning communities" retrieved from the Social Sciences Citation Index (SSCI) within the Web of Science Core Collection. The research process begins by utilizing the built-in analysis tools of the Web of Science database and the citation analysis function of VOSviewer to examine the current status of research development in this field. Subsequently, co-citation analysis with VOSviewer is employed to identify the intellectual foundations of the domain. Additionally, keyword co-occurrence analysis is conducted to uncover major research themes. Finally, CiteSpace is used to perform burst detection analysis to highlight emerging research frontiers. The search strategy adopted the keywords “teacher professional learning community” AND “professional learning community” OR “professional learning communities,” with restrictions applied to the “Topic” field, publication years from 1990 to 2024, and document type limited to journal articles. A total of 589 relevant articles were identified. The results indicate the following regarding the current status of research:(1) the field of teacher professional learning communities has shown steady growth; (2) the topic has gained widespread attention across multiple disciplines; (3) Teaching and Teacher Education is identified as the most influential journal; (4) core research countries have expanded from the United States to China; and(5) Louise Stoll is recognized as the most prominent scholar in this field. In terms of the knowledge base, five main thematic areas were identified: “educational reform and school improvement,” “theoretical development and core components,” “cross-cultural implementation and challenges,” “impacts and effectiveness,” and “community types and operational models.” Among these, the literature review article Professional Learning Communities: A Review of the Literature by Stoll et al. (2006) stands out as a highly representative and influential work. Regarding research hotspots, “teacher professional development” and “teacher collaboration” emerge as the most highly focused themes. As for emerging research frontiers, the field is currently oriented around four major areas: “leadership practices and organizational support,” “teachers’ psychological perceptions and work contexts,” “integration and transformation of technological applications,” and “localized practices and contextual perspectives under a global vision.”
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描述:	碩士國立政治大學教育行政與政策研究所 111171006
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