Three Decades of EFL Teacher Education: A Bibliometric Exploration of Research Growth and Conceptual Evolution

Adopting a comprehensive bibliometric analysis, this study aims to map the evolution of English as a Foreign Language (EFL) teacher education research from ۱۹۹۰ to ۲۰۲۴. It aimed to map the intellectual framework of this field by investigating publication and citation patterns and emerging research themes. Data were exported from SCOPUS database. ۱,۳۱۹ peer-reviewed journal articles were extracted. Biblioshiny and VOSviewer software were used to keyword co-occurrence analysis, and adopt thematic mapping and thematic evolution techniques. The analysis revealed a notable upward trend in publications, particularly post-۲۰۱۰. This increase reflects a growing recognition of the importance of EFL teacher education. The leading journals in this field were predominantly published in English-speaking countries. The core themes identified in EFL teacher education were professional development, teacher development, reflective practice, teacher beliefs, and self-efficacy. These themes demonstrated consistent presence in the field. Professional development and learner autonomy were recognized as well-developed themes, while professional identity, assessment and teacher development emerged as underdeveloped but foundational areas. Additionally, the results indicated that this field adapted to evolving issues, with the emergence of new areas like digital literacy and technology integration. This study provides a holistic picture of EFL teacher education research for researchers who seek to know the research gaps to guide future research. Additionally, it offers insights for educators and policy makers to design teacher training curricula appropriate for challenges and evolving demands of EFL teacher education.

کلیدواژه ها:

EFL Teacher Education Research ، Bibliometric Analysis ، Research Trends ، Scopus Database