Mapping the Research of Technical Teachers’ Pedagogical Beliefs about Science Technology Engineering and Mathematics (STEM) Education

Abstract

Science, technology, engineering, and mathematics (STEM) education have become increasingly popular among educators in recent times. Research on STEM education has been shaped by a great number of articles published across the world. This study attempts to objectively examine the STEM education literature on technical teachers' pedagogical beliefs by analysing the bibliometric data extracted from the two popular scientific databases known as SCOPUS and Web of Science core collection. This paper highlights the current research trends in this domain by identifying the most impactful documents, topics, contributing authors, journals, and countries. A bibliometric review method has been employed to analyse the scientific research published on teachers' pedagogical beliefs in STEM education. The findings reveal that this field of research is relatively new and began to publish in 1990. Recent trend shows a gradual increase in publications on the domain of teachers' pedagogical beliefs in STEM education. Online pedagogy such as blended learning and its relevant pedagogical approach i.e., gamification etc. are found to be dominant research themes related to technical teachers' pedagogical beliefs in STEM education. Also, technology integration, selfefficacy, gender issue etc. are the key research areas that were explored and studied in this domain of research. Developed countries appeared to be the dominating contributors in STEM education research. The findings of this study give insights and quantitatively synthesise the research development on teachers' pedagogical beliefs in STEM education.

Mapping the optimization of groundwater abstraction research: A bibliometric review in the context of South Asian region

“…It indexes more than 22,000 journals and 50 million publications in 70 languages and 151 research categories [ 32 ]. For its comprehensiveness and top-tier quality, the WoS database has been preferred to other research databases by many researchers [ 33 ].…”

Thematic bibliometric analysis of 37 specialized journals in mathematical education research indexed in <i>Scopus</i> or <i>Web of Science</i>

“…Mills et al (2020) conducted a systematic literature review about expert disciplinary teachers in primary science and mathematics education. Shamim et al (2022) analyze articles on the pedagogical beliefs of technical education teachers in science, technology, engineering, and mathematics (STEM). Linder and Simpson (2018) focus on the analysis of early childhood mathematics education and its empirical research, concentrating on the practice of teachers and teachers in training.…”

Análisis bibliométrico temático de 37 revistas especializadas en investigación en educación matemática indexadas en Scopus y Web of Science

“…Respecto a los profesores, hay diferentes revisiones bibliográficas. Mills et al (2020) realizaron una revisión sistemática de literatura acerca de los profesores expertos disciplinarios en la educación primaria de ciencias y matemáticas; Shamim et al (2022) analizan los artículos sobre las creencias pedagógicas de los profesores técnicos en educación en ciencias, tecnología, ingeniería y matemáticas (STEM, por sus siglas en inglés); Linder y Simpson (2018) se centran en el análisis de la educación matemática en la primera infancia y su investigación empírica, enfocándose en la práctica de maestros y maestros en formación, y Stahnke et al (2016) llevan a cabo una revisión sistemática de investigaciones empíricas sobre las habilidades situacionales de los profesores de matemáticas, incluyendo percepción, interpretación y toma de decisiones. A excepción de Linder y Simpson (2018), que analiza cerca de 1.200 artículos, el resto de las revisiones abarca desde una decena hasta un centenar de artículos analizados.…”