Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research
Abstract
:1. Introduction
2. Literature Analysis
3. Methods
3.1. Search Strategy
3.2. Data Analysis
4. Results
4.1. RQ1: What IS the Volume and Distribution (Countries, Organizations, and type of Papers) of Scientific Research in ITEIE?
4.1.1. The Volume of ITEIE Research
- An early stage, from 1996 to 2007, when 26 documents were published, representing 8.78% of the total number;
- a moderate growth stage from 2008 to 2014, when 120 papers were published, which accounts for 27.27% of the total amount. The number of publications increased by over four times compared to the previous period;
- a high growth stage from 2015 to 2020, when 294 scientific papers were published. These represent 66.81% of the total amount. The number of publications has increased by two and a half times compared to the previous period. Most publications were registered in 2019 (n = 74). The lower number of publications in 2020 is explained by the fact that only the works indexed on WoS until the date of the search presented in this study were considered (7 April 2020).
4.1.2. Distribution across Countries
4.1.3. Distribution across Organizations
4.1.4. Distribution by Document Types
- By nature of studies (source of knowledge): Theoretical studies and empirical studies;
- by type of research design and methods of inquiry: Qualitative, quantitative, mixed methods design, case-study, action research, field survey, experimental, descriptive, exploratory, correlational, longitudinal, comparative studies, etc.;
- by the content analyzed: Initial training program’s structure and IE curricula—theoretical instruction on IE and/or field opportunities (direct interaction and/or teaching experiences with students with various disabilities); different variables related to pre-service teachers (beliefs, experiences, attitudes, knowledge, preparation, motivation, concerns, efficacy, teaching skills, or combinations of these topics) in connection with inclusion/IE or the impact of teacher training on these aspects; the use of technology in IE, teacher educators’ attitudes/reflections/challenges related to IE; the validation of research tools in the field of IE, partnerships in IE, etc.;
- by the participants involved: Studies that involve regular school pre-service teachers at different levels of their training (the size of the sample between 1 and 2014 participants), studies that involved besides regular school pre-service teachers, special education pre-service teachers/school mentors/teacher educators/students/teaching assistants; studies that involved only teacher educators;
- by the type of experience: Formal and informal experience;
- by the targeted group: Studies focused on specific categories (individuals with hearing impairments, visual impairments, intellectual disabilities, learning disabilities, autism, Down Syndrome, ADHD, physical or motor disabilities, dyslexia; immigrants, ethnic/religious/sexual minorities, etc.) or studies focused on inclusion in general;
- by the level of education for which the pre-service were trained to teach: Early education, primary education, secondary education;
- by specific domains/disciplines involved: Educational Sciences, Physical Education, Mathematics, English, Science, Music, Art, Theater, etc.;
- by the dimension of the investigation: Local, national, or international studies/projects.
4.2. RQ2: What Are the Most Influential Journals, Authors, and Papers in ITEIE?
4.3. RQ3: What Are the Collaboration Patterns in ITEIE and the Connections Existing between Authors, Journals, and Terms?
4.3.1. Co-Authorship: Authors and Countries
4.3.2. Co-Citation Analysis—Cited Authors, and Cited Sources
4.3.3. Co-Occurrence of Keywords and Terms Analysis
5. Discussion
6. Conclusions
6.1. Limitations and Future Work
6.2. Theoretical and Practical Implications
Author Contributions
Funding
Conflicts of Interest
References
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Criteria | Details |
---|---|
Database | WoS Core Collection |
Topic | ITEIE |
Document type | Articles, book chapters, proceedings papers |
Research area | Education and educational research |
Document contents | Theoretical and empirical studies related to inclusive education in the initial teacher training at university level |
Journals | Papers | % | IF (2018) | WoS Category |
---|---|---|---|---|
International Journal of Inclusive Education | 57 | 12.95% | 1.053 | EER |
Teaching and Teacher Education | 24 | 5.45% | 2.411 | EER |
Teacher Education and Special Education | 16 | 3.63% | 0.884 | EER |
International Journal of Disability Development and Education | 12 | 2.72% | 0.818 | ES |
Journal of Research in Special Educational Needs | 12 | 2.72% | - | SS, ES |
European Journal of Special Needs Education | 10 | 2.27% | 1.039 | ES |
Journal of Education for Teaching | 9 | 2.04% | 1.373 | EER |
Asia Pacific Journal of Teacher Education | 8 | 1.81% | 0.903 | EER |
Australian Journal of Teacher Education | 8 | 1.81% | - | SS, ES |
European Physical Education Review | 8 | 1.81% | 2.0 | EER |
Types of Documents | Number | Time Cited | h-Index | Average Citation/Item | Documents Cited | Documents Not Cited |
---|---|---|---|---|---|---|
Articles | 389 | 3538 | 27 | 9.1 | 266 | 123 |
(98.79%) | (94.66%) | (77.35%) | ||||
Proceedings papers | 34 | 21 | 3 | 0.62 | 7 | 27 |
(0.58%) | (2.49%) | (16.98%) | ||||
Book chapters | 17 | 22 | 3 | 1.29 | 8 | 9 |
(0.61%) | (2.84%) | (5.66%) | ||||
Total | 440 | 3581 | 281 | 159 |
Authors | Region/Country | Documents | Citation | |
---|---|---|---|---|
1 | Forlin, C. | Hong Kong/China | 9 | 551 |
2 | Sharma, U. | Australia | 12 | 443 |
3 | Loreman, T. | Canada | 4 | 336 |
4 | Florian, L. | Scotland | 5 | 320 |
Title | Authors | Journal | Year | Citation | Citation per Year |
---|---|---|---|---|---|
Impact of training on pre-service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities | Sharma, U; Forlin, C; Loreman, T. | Disability & Society | 2008 | 172 | 13.31 |
Changing student teachers’ attitudes towards disability and inclusion | Campbell, J.; Gilmore, L.; Cuskelly, M. | Journal of Intellectual & Developmental Disability | 2003 | 157 | 8.78 |
Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school | Avramidis, E; Bayliss, P; Burden, R. | Teaching and Teacher Education | 2000 | 147 | 7.00 |
Teacher preparation for inclusive education: Increasing knowledge but raising concerns | Forlin, C.; Chambers, D. | Asia-Pacific Journal of Teacher Education | 2011 | 125 | 12.50 |
Demographic differences in changing pre-service teachers’ attitudes, sentiments, and concerns about inclusive education | Forlin, C.; Loreman, T.; Sharma, U.; et al. | International Journal of Inclusive Education | 2009 | 111 | 9.25 |
Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all | Florian, L.; Linklater, H. | Cambridge Journal of Education | 2010 | 93 | 8.55 |
The inclusive practice project in Scotland: Teacher education for inclusive education | Florian, L.; Rouse, M. | Teaching and Teacher Education | 2009 | 92 | 7.67 |
Are preservice teachers prepared to teach struggling readers? | Washburn, E. K.; Joshi, R.M.; Cantrell, E.B. | Annals of Dyslexia | 2011 | 67 | 6.70 |
Preparing Teachers to Work in Inclusive Classrooms: Key Lessons for the Professional Development of Teacher Educators from Scotland’s Inclusive Practice Project | Florian, L. | Journal of Teacher Education | 2012 | 66 | 7.33 |
Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers | Wertheim, C.; Leyser, Y. | Journal of Educational Research | 2002 | 66 | 3.47 |
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Cretu, D.M.; Morandau, F. Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research. Sustainability 2020, 12, 4923. https://doi.org/10.3390/su12124923
Cretu DM, Morandau F. Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research. Sustainability. 2020; 12(12):4923. https://doi.org/10.3390/su12124923
Chicago/Turabian StyleCretu, Daniela Maria, and Felicia Morandau. 2020. "Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research" Sustainability 12, no. 12: 4923. https://doi.org/10.3390/su12124923
APA StyleCretu, D. M., & Morandau, F. (2020). Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research. Sustainability, 12(12), 4923. https://doi.org/10.3390/su12124923