A Bibliometric Analysis of Practicum Research in Preservice Teacher Education: Trends, Themes, and Future Directions (2006–2024)
Bibliographic record
Abstract
The current study conducted a bibliometric review of studies that examine practicum experiences in preservice teacher education, and searches were performed in the Scopus database, retrieving publications between 2006 and 2024. VOSviewer was primarily used to analyze 145 peer-reviewed journal articles, examining trends in publications, most-cited articles, keywords, and thematic groups. The findings indicate an increase in interest in practicum research after 2021. The highest-ranked journal in terms of volume and citation impact was Teaching and Teacher Education. Among the most well-cited articles were those that embrace topics on professional identity development, reflective practice, diversity, mentorship, and international field experiences. Cluster analysis identified four main areas related to the practicum research: 1) the structure and evaluation, 2) reflective identity formation, 3) professional development, and 4) application to classes. The most significant contributors were the United States, Australia, and Canada, while the growing presence of publications from non-Western contexts suggests a continuously spreading trend of global involvement in practicum research. The findings are significant and relevant to guide research-based policy making and teacher educator efforts to enhance the quality and effectiveness of practicum courses in teacher education.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | Bibliometrics Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | high |
| gpt | Bibliometrics Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Other design | high |
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.025 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.216 | 0.385 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedLabeled directly by 2 models reading the full record.
The models disagree on parts of this classification; every voice is preserved in the section at the end of the page.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".