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Arab World English Journal (AWEJ) Volume 15. Number 3, September 2024 Pp.235-254
Department of Language and Humanities Education, Faculty of Educational Studies
Universiti Putra Malaysia, Serdang, Malaysia
Technological Pedagogical Content Knowledge illustrates the interconnected nature of knowledge required to effectively integrate technology in enhancing student learning. While numerous review studies on Technological Pedagogical Content Knowledge exist, those that employ a bibliometric analysis are limited. In this comprehensive bibliometric review, we analyzed 209 Technological Pedagogical Content Knowledge studies focusing on in-service teachers in higher education, sourced from the Scopus database from 2012 through April 2023. The significance of this study lies in its effort to map the research landscape of Technological Pedagogical Content Knowledge by addressing the main question: What are the primary trends, key contributors, thematic areas, and keyword co-occurrence networks in Technological Pedagogical Content Knowledge research on in-service teachers in higher education? We adopted PRISMA guidelines into the standard bibliometric workflow and used VOSviewer as the visualization tool. Publication trends, major contributors, research areas, and keyword co-occurrence networks were identified. The analysis indicated an increasing trend in the number of publications on in-service teachers’ Technological Pedagogical Content Knowledge in higher education, with the highest number recorded in 2022. We also identified representative articles, institutions, the most contributing journals, and funding agencies, most from developed countries/regions. The analysis highlights prolific researchers, key research areas, and keyword co-occurrence networks. Overall, this analysis has provided a comprehensive overview of the current research in higher education. Based on these findings, we recommend that future research focus on Technological Pedagogical Content Knowledge training modules and AI-based Technological Pedagogical Content Knowledge frameworks for teachers in higher education.
Yang, M., Jeyaraj, J.J., Ahmad, N.K., & Yang, W. (2024). A Bibliometric Analysis of Research on Technological Pedagogical Content Knowledge on In-Service Teachers in Higher Education. Arab World English Journal, 15(3): 235-254
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Mingxing Yang is a TESL researcher and currently a Ph.D. candidate at the Faculty of Educational Studies, Universiti Putra Malaysia. He has extensive experience in teaching English as a second language. His research interests lie in the intersection of language education and linguistics, with a particular focus on the integration of technology in language teaching and the impact of sociocultural factors on language acquisition. ORCID ID: https://orcid.org/0009-0007-0094-0990
Joanna Joseph Jeyaraj obtained a Doctor of Philosophy from the Higher Education Development Centre (HEDC) at the University of Otago. She is currently a senior lecturer at Universiti Putra Malaysia. Her main research interests are Teaching English as a Second Language (TESL), Critical Pedagogy, and Teaching Literature in English. E-mail: joannajoseph@upm.edu.my
ORCID ID: https://orcid.org/0000-0002-0185-2585
Norhakimah Khaiessa Binti Ahmad is a senior lecturer at Universiti Putra Malaysia. She has 15 years of experience as a teacher educator at the Institute of Teacher Education (IPG) and has been actively involved in training pre-service and in-service teachers, as well as international participants through the Malaysian Technical Cooperation Programme (MTCP). Her research focuses on TESL, TEYL, teacher identity, and grammar teaching.E-mail: norhakimah@upm.edu.my
ORCID ID: https://orcid.org/0000-0002-0788-4553
Wei Yang is a Ph.D. candidate at Universiti Putra Malaysia. Her main research interests are translation and English teaching. She has gained valuable experience through her involvement in several translation projects and has contributed to the translation of diplomatic documents and literary works. E-mail: yangwei2@mtxy.edu.cn
ORCID ID: https://orcid.org/0009-0005-1770-9520