Abstract
This study adopted the bibliometric method to visually analyze 844 articles of TPACK from 2009 to 2020 in core collection database of Web of Science (WOS). The Visual analysis is conducted on the authors, research organizations, articles and keywords using CiteSpace to explore research hotspots and trends in research of TPACK in WOS. This paper reveals the most influential authors and institutions, highly cited articles, research hotspots and trends of TPACK research. The findings show that the research on TPACK has been moving forward and making significant development. The core author Ching Sing Chai of Nanyang Technological University is a typical representative, having published lots of influential articles. Nanyang Technological University is also the most influential institution. We can see that not only TPACK and PCK are the hotspots of research, but also “digital competence”, “educational technology” and “learning by design” are hot research topics. “Learning activity”, “professional knowledge”, “pedagogical model”, “teaching materials” are all the research trends of TPACK. Researchers are likely to integrate TPACK with more disciplines to enhance the applicability of TPACK and enlarge the research scope of TPACK in the future.
Highlights
The Visual analysis is conducted on the authors, research organizations, articles and keywords using CiteSpace to explore research hotspots and trends in research of TPACK in Web of Science (WOS)
The technological pedagogical content knowledge framework is derived from the conception of pedagogical content knowledge (PCK), which was proposed by Shulman (1986)
According to the “Create Citation Reports” function that comes with the WOS, we can see the annual volume of the TPACK research
Summary
The technological pedagogical content knowledge (originally TPCK, known as TPACK) framework is derived from the conception of pedagogical content knowledge (PCK), which was proposed by Shulman (1986). (2005) demonstrated that teaching is a complicated practice, so effective teaching requires integrated and well-organized knowledge, including knowledge of pedagogical, knowledge of content, and knowledge of technology, and added technological “T” to pedagogical content knowledge. The interaction of these knowledge systems has produced flexible knowledge, which can successfully integrate knowledge into teaching in theory and practice. Pedagogy, and technology are three main components of TPACK framework The intersections of these knowledge systems are important and are denoted as PCK, TCK (technological content knowledge), TPK (technological pedagogical knowledge) and TPACK. With Citespace 7.5, through the analysis of the core authors, research institutions, top cited articles and high frequency keywords about the TPACK, research hotpots, research trends and research context of TPACK are being visually shown
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