HOTSPOTS AND TRENDS IN RESEARCH ON TEACHER ACCEPTANCE ATTITUDES (2004-2023): A VISUAL ANALYSIS USING CITESPACE

Bei Chen () and Mengke Xu
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Bei Chen: Xi' an Eurasia University, Xi'an 710065, Shaanxi, China
Mengke Xu: Xi' an Eurasia University, Xi'an 710065, Shaanxi, China

Education, Sustainability & Society (ESS), 2024, vol. 7, issue 1, 38-44

Abstract: This study investigates the trends, hotspots, and general overview of research on teacher acceptance attitudes from 2004 to 2023. Using Citespace for bibliometric and knowledge map analysis on 574 publications from the Web of Science, the study reveals: (1) A steady increase in research activity, predominantly from the United States, with significant scholarly contributions; (2) Core research hotspots include “special educational needs, pre-service teachers, primary education, physical education, autism, perceptions, theory of planned behavior, inclusive education, placement, social inclusion, and prejudice, (3) During the initial exploration phase (2004-2011), research focused on the effects of inclusive education on pre-service teachers dealing with special students. In the growth phase (2012-2019), the focus shifted to accommodating special educational needs within physical education and examining teachers’ self-efficacy. The flourishing phase (2020-2023) expanded to study the impact of teacher acceptance attitudes on special students across diverse countries and educational levels.

Keywords: Teacher acceptance attitudes, hotspots; trends, visual analysis (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:zib:zbness:v:7:y:2024:i:1:p:38-44

DOI: 10.26480/ess.01.2024.38.44

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