Teacher Training in Science Education: Insights into Research Trends through a Bibliometric Approach

Abstract

The primary objective of this study is to offer comprehensive insights into the current research trends concerning teacher training in the field of science education. By employing a bibliometric approach, this investigation explores a domain that has received limited scrutiny in previous studies. The data collection process involves querying the Scopus platform, resulting in the acquisition of 3695 articles spanning the publication years from 1967 to 2024. A detailed analysis of these articles reveals valuable information regarding the increasing output over time, geographic distribution of research, affiliations of contributors, diverse fields of study, and predominant themes explored by researchers. The data derived from this bibliometric analysis sheds light on the evolving landscape of teacher training in science education. It provides insights into the growing interest in this area, global distribution of research activities, key contributors from various affiliations, and diverse range of topics explored within the realm of science education. By examining the patterns and trends identified in the collected articles, this research contributes to a more nuanced understanding of the current state of teacher training in science education and highlights potential areas for further exploration and development in this critical field.

1. Introduction

This research endeavors to furnish comprehensive insights into the examination of combined topics, namely teacher training and science education. In other words, it is an attempt to shed light on the research trends on these two topics. Teacher training is an important institution since it relates to the education, competencies, and qualities that future teachers will hold. Therefore, it is highly relevant to the effectiveness of their work and ability to deliver knowledge [1, 2, 3]. Science teaching is also very important. There has been significant research focusing on it, by examining several aspects of it, such as the content of science that has to be taught within education, the appropriate methods and conditions along with the role of teachers, schools, and society [4, 5, 6].

The study begins by presenting an overview of the major theories and literature relevant to these two interconnected subjects. Subsequently, an amalgamation of bibliometric studies independently focusing on teacher training and science education is provided. This synthesis aims to offer a consolidated understanding of the existing body of literature surrounding these topics. Building upon the insights gained from individual bibliometric studies, the research proceeds to outline a methodology that accentuates commonalities identified in the findings of these studies. This methodological approach seeks to bridge the existing knowledge gaps and explore the intersections between teacher training and science education. The distinctive identity, research questions, and methodology of the study emerge from this comprehensive synthesis.

The subsequent section delves into the outcomes and results derived from the research. By combining and contextualizing findings from various bibliometric studies, this study strives to contribute a holistic perspective on the synergies and intersections between teacher training and science education. Through this nuanced exploration, the research aims to provide valuable insights that can inform future investigations, policy development, and educational practices in the realm of science education and teacher training, allowing researchers to adopt an accomplished bibliometric approach [7].

2. Investigating teacher training and science teaching

2.1 Teacher training

Teacher training is widely recognized as a crucial factor in determining the quality of an education system. The promotion of teacher qualifications and competencies is a fundamental condition for achieving effective learning results across all levels of education. Teacher training is closely associated with teaching quality and productivity, and it is regarded as a complex issue that can influence and be influenced by a variety of factors and challenges. One such factor is the institutions responsible for providing teacher training, which are typically universities and higher education foundations. These institutions play a role in shaping the content and evaluation of teacher training programs. Additionally, these programs significantly impact the professional development or experience of educators [2].

The studies on teacher training highlight the influence of education and professional qualifications, including undergraduate and postgraduate degrees as well as teacher training courses. Researchers have emphasized the correlation between the fundamental undergraduate studies of teachers and their effectiveness. These studies suggest that teachers who hold undergraduate degrees from specific universities may outperform their counterparts [8, 9]. Moreover, studies have underscored the importance of formal qualifications in facilitating effective teacher training. These studies have stressed that teachers with master’s degrees in education or social sciences are generally more efficient than those without such qualifications [1, 10]. However, this finding has sparked considerable debate [2, 9]. Finally, certain studies emphasize the significance of teacher training and preparation courses or programs. Although these studies seem relatively limited in scope, they consistently advocate for the inclusion of subjects that focus on the content knowledge that future teachers will have to deliver, such as language, mathematics, history, science, Information and Communication Technologies (ICT), along with subjects that focus on pedagogy, teaching methods, and instruction [2, 9].

There is a growing body of research that highlights the role of actual, context-based experience in teacher training. These studies point out that effective teacher training can rely on experiential learning. Such studies usually support the finding that teacher training should be based on a collaborative effort between schools and universities to provide trainee teachers with a comprehensive understanding of teaching and instruction from both theoretical and practical perspectives. This finding is drawn from relevant pilot studies that aim to bridge the gaps between theory and practice. By engaging teachers in actual teaching situations, these studies enable them to witness firsthand how research findings on effective teaching can be used to approach students, prepare materials, utilize resources, deliver instructions, and achieve desired outcomes. However, it is important to note that while experience is crucial, it should not undermine the importance of education and qualifications. A balanced combination of academic study and practical experience is key to developing effective educators [2, 3].

When considering the topics that should be included in teacher training, it is important for authors to acknowledge the insights of researchers such as Teo et al. [11], who emphasize the need for contemporary teachers to possess the required skills to respond to society’s demands, especially in relation to the growing technological progress. Additionally, teachers should be equipped to provide learners with relevant knowledge, skills, attitudes, and competencies. In this context, it is critical for teacher training programs to prioritize the importance of Technological, Pedagogical Content Knowledge (TPACK), as described by Koehler et al. [12]. TPACK serves as a comprehensive framework of knowledge, skills, and abilities across three fields. First, the teachers must be well-versed in technology. Second, they must possess a deep understanding of the content they are delivering. Third, they should be proficient in pedagogy. TPACK should not be treated solely as a body of knowledge. Instead, it should be seen as means for teachers to become familiar with problem-solving, inquiry, active learning, and other effective teaching strategies with the aim of achieving improvement and development in student lives. By incorporating TPACK into the teacher training syllabus, educators can learn how to deliver new knowledge and qualities through the prism of critical thinking, project-based learning, problem-based learning, metacognition, creativity and innovation, collaboration, communication, and digital and information skills. Integrating these elements can not only achieve the teachers’ primary goal of imparting knowledge but also assist in other desired goals of citizenship, such as ethical awareness, respect, personal and social competence, cultural consciousness, self-reflection, and adaptability to reform [11, 13].

Le Cornu [14] put forward the idea that effective teacher training must satisfy three basic conditions. First, the program should be well structured and include subjects related to the curriculum, pedagogy, education, and professional experience. Such an efficient structure is achieved with a carefully designed syllabus that provides ample opportunity for continuous learning, diverse professional development, and experience, as well as holistic assessment and validation of both the trainee teachers and the program. This approach aligns with the idea of developing TPACK [11, 12], while also incorporating both theory and experience [2, 3].

The second condition necessitates effective management. In this case, management encompasses aspects such as the placement of future teachers in schools and other institutions that facilitate the acquisition of necessary experiences. Neglecting this condition brings on negative impact on trainee teachers, potentially leading to negative experiences with the teaching profession and routine. Such a failure in teacher training programs would be highly consequential. To prevent this, effective management requires a specialized leadership team, collaboration between institutions, timing, and clear policies and guidelines [2, 14].

The third condition emphasizes the importance of robust support. This support includes the provision of appropriate human resources and infrastructure to accommodate the courses and all associated functions, primarily from the university or institution running the program, as well as all other collaborative institutions. For instance, if there is a shortage of teaching staff or classrooms, and if the schools where trainee teachers are placed do not provide sufficient attention, then the program is unlikely to succeed. Effective support should include formal accreditation of the program, appointment of directors, academic, and administrative staff, equal opportunities for development compared to other departments and courses, as well as funding and scholarships for students [14, 15].

In short, effective teacher training is expected to encompass the acquisition of appropriate knowledge [2, 9]. This is usually provided in courses run by universities or higher education institutions [1, 10]. At the same time, gaining experience from actual contexts of education organizations is considered necessary for trainee teachers, as a more holistic approach in their preparation for the educators’ work [11, 13]. Moreover, teachers must acquire Technological Pedagogical Content knowledge, which encompasses the integration of pedagogy, subject knowledge, and technology in their teaching practices [12]. Bearing that in mind, higher education institutions offering teacher training courses should have well-designed curriculum, structure, and collaborations to ensure optimal outcomes [2, 14].

2.2 Science education

Research in science education, over the last decades, has focused on the development of concepts such as scientific literacy. According to Laugksch [4], defining scientific literacy is a complicated task. In essence, it reflects the ultimate goal of science education. This, however, is very complicated as the goals of science education can change depending on the social context and demands. The content of scientific literacy and the mission of teaching science can encompass several topics: the interrelationship between science and other fields such as humanities, technology, and social sciences; the ethics of science; the basic concepts of science; and the nature of science. More specifically, scientific literacy entails a set of seven dimensions. The first is understanding basic scientific knowledge, along with its nature and characteristics. The second is the ability to apply concepts, principles, laws, and theories appropriately while interacting, observing, and analyzing the natural world or the universe. The third is the ability to employ scientific knowledge, processes, and inquiry in problem-solving or decision-making, with the aim of further understanding the natural world. The fourth is the ability to use or implement science while considering values and ethics that define scientific work and nature. The fifth is the ability to appreciate the interrelationship between science and technology, as well as the significance of both in society and in general progress. The sixth dimension is the development of a rich, fundamental background of science, which can aid the formation of friendly attitudes toward this field, which can motivate and assist further learning. Finally, the seventh is the development of manipulative skills regarding science and technology, such as experimenting, asking questions, and critical thinking [4, 16].

The Organisation for Economic Co-operation and Development (OECD) [17] has endeavored to explain these findings in a practical manner, aiming to provide teachers with a comprehensive understanding of the essence of science teaching. In doing so, it has shed light on certain points that scientific literacy and experts engaged in science teaching should prioritize. First, the OECD emphasizes the relevance of the content in which science knowledge is applied. This content can span several contexts, whether it be personal, local, or global. In order to use this knowledge in any context, it is imperative to develop certain competencies. The first competency entails the ability to explain scientific phenomena by discerning, constructing, applying, and evaluating explanations for a range of natural and technological issues. The second competency revolves around the skill of constructing and evaluating designs for scientific inquiry, as well as critically interpreting scientific data and evidence. The third competency encompasses the aptitude to research, evaluate, and apply scientific information in the context of decision-making and action.

The development of these competencies relies on individuals’ set of knowledge of science. This knowledge can be of many types. It can be content knowledge, which encompasses concepts, laws, and phenomena, procedural knowledge, which entails the process of scientific work and inquiry, or epistemic knowledge, which pertains to the nature of science and its mission. Epistemic knowledge interacts with wider approaches around science, such as the general beliefs about its rationale and contributions, attitudes, as well as dispositions and awareness in relation to wider issues like technology development and environmental challenges.

Policy and research around science teaching led the National Research Council of the United States, in cooperation with other institutions such as the National Science Teacher Association and American Association for Advancement in Science, to develop a basic framework, which includes fundamental goals, known as the Next Generation Science Standards (NGSS) [5, 6]. The rationale behind establishing this framework is to propose a set of science and engineering practices, as well as cross-cutting concepts that link science, engineering, and other fields within the units being taught; additionally, this framework aims to provide fundamental ideas in the areas of natural science, life science, earth, space, engineering, technology, and applications of science [6].

The basic practices from the NGSS include the following: asking questions and defining problems; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining, evaluating, and communicating information. These practices are expected to introduce a shift in teaching methods compared to mainstream curricula. They are designed to reflect fundamental outcomes that learners need to gain in order to connect science with their real-world experiences. For that purpose, these practices are structured to prioritize performance. The standards clearly outline the specific performance expectations for learners in relation to each practice or goal. These expectations are complemented by target and assessment methods. Moreover, these standards are coherent with other essential subjects, such as language, literacy, arts, and mathematic. This integration ensures that learners receive comprehensive instruction, fostering a holistic, deep understanding, appreciation, and practical use of science [5, 6].

Another contemporary innovation in science education is the introduction of Science, Technology, Engineering, Arts, and Mathematics (STEAM) in schools. This innovative approach integrates these five subjects, building upon the STEM model by incorporating arts and recognizing the importance of creativity in problem-solving. The key innovation lies in fostering skills applicable to real-life situations, encouraging a deeper understanding of contemporary issues related to scientific and technological progress [18, 19, 20, 21].

The effective implementation of STEAM in education depends on well-trained teachers. These educators must undergo appropriate training to conduct relevant activities, considering the specific context in which they work. Teaching STEAM involves three primary axes. First, hands-on activities, projects, and inquiry-based scenarios challenge learners with real-world problems, requiring interdisciplinary knowledge. Second, technology-based teaching emphasizes digital skills and understanding modern technology, promoting competencies like critical thinking and information evaluation. Lastly, the arts and creativity axis encourages learners to think beyond traditional knowledge, fostering the ability to deal with unknown situations and connect fields through artistic patterns.

Teachers need specific qualities to teach STEAM successfully. They must appreciate and apply problem-based learning, be proficient in ICT, and cultivate creative thinking to transfer these skills to their students. Overall, STEAM education aims to prepare learners for a dynamic future by integrating diverse disciplines and nurturing essential skills for problem-solving and innovation [20, 22, 23].

In brief, the field of science teaching theory and research is oriented toward approaches and practices that can enhance the comprehension of science and improve learning outcomes. This objective relies on knowledge, skills, and attitudes toward science. Among the various teaching methods, inquiry-based learning is widely considered the most appropriate [4, 16, 17]. To effectively achieve these goals, teachers must possess appropriately designed teaching goals, policies, and curricula. Recognizing this need, the NGSS have been developed to provide teachers with practical guidance for implementing effective science teaching methods in a holistic and profound manner. The standards offer clear guidelines on clarified practices and desired levels of knowledge, competencies, skills, and attitudes that learners are expected to achieve in science during all levels of education [5, 6]. Simultaneously, STEAM as an interdisciplinary innovative approach is being introduced in schools [22, 23].

2.3 Bibliometric studies on teacher training

Teacher training has been a subject of great interest among bibliometricians for decades, as they strive to map the basic research trends in this field. Since 2020, there have been several studies on this topic. For instance, Zhang et al. [24] conducted a bibliometric analysis examining the trends around the identity development of teachers between 2001 and 2021. Utilizing the Web of Science database, they collected 848 articles. Their findings revealed that there is a growing interest surrounding this topic. The articles primarily explored themes such as professional development, teacher identity, higher education, curriculum, gender, teaching, and science education. Notably, the countries that made the most contributions were the United States of America, the United Kingdom, the Netherlands, China, Australia, Canada, Portugal, Finland, Israel, and Spain, with the majority of publications emerging from universities.

In a similar vein, Hursen [25] published a bibliometric study on teacher education and the role of critical thinking within it. A query in the Web of Science identified 2717 articles, published between 1989 and 2022. Remarkably, the rate of publications in this area has witnessed an acceleration during this time span. The majority of these articles came from the USA, Spain, Australia, Turkey, England, Brazil, China, Canada, South Africa, and Russia. The themes of these articles, as reflected by the most frequent keywords, were critical thinking, education technology, engineering, technology integration, teaching strategies, distance education, teacher knowledge, innovation, creativity, science teaching, teacher development, inquiry, project-based learning, practices, and learning strategies.

Hallinger et al. [26] executed a study on the trends in teacher education, with a specific focus on leadership and professional learning. Utilizing the Scopus platform, they gathered 793 articles, published between the 1970s and 2010s. Notably, the publication rate experienced a surge after 1990. The majority of these articles came from the USA, the UK, Australia, Hong Kong, Canada, South Africa, the Netherlands, China, New Zealand, Israel, Thailand, and Spain. Further, the articles predominantly appeared in journals focusing on education and social studies, particularly those centered around education leadership and management. The primary themes explored in these studies revolved around teachers’ professional development, school leadership, and administration.

Cretu et al. [27] conducted a bibliometric study around teacher training in the context of inclusive education. They collected 440 documents by leveraging the Web of Science. The results of their study revealed a rising trend in the number of publications. The countries with the largest number of contributions were the US, Australia, Spain, Canada, England, China, Germany, South Africa, Turkey, and Ireland. Universities emerged as the primary contributors to this body of knowledge. The majority of these articles were published in journals oriented toward education and teacher education. The predominant topics encompassed teacher education, self-efficacy, practices, teacher knowledge, higher education, technology, teacher attitudes, beliefs, special needs, and collaboration.

Gavinolla et al. [7] examined trends in teacher education in relation to sustainability. The authors gathered 1782 articles on the Scopus platform, published between 1991 and 2020. These articles were primarily sourced from journals that focused on sustainability, education, environmental studies, environmental education, and teacher education. The researchers, predominantly affiliated with universities, worked in fields such as social sciences, environmental sciences, health sciences, education, mathematics, computing, arts, and humanities. The countries with the greatest contributions were the USA, the UK, Brazil Taiwan, Portugal, and China. The analysis revealed several recurring keywords and themes within the articles, including sustainability, teacher education, curriculum, professional development, e-learning, teacher knowledge, training, teaching methods, and health.

These bibliometric studies highlight a growing interest in the field of teacher training [24, 26]. Many of these articles are published in journals that are relevant to social sciences or education, either in general or in specific areas such as education management or teacher education [26, 27]. The countries with the highest number of publications in this area are the USA, the UK, Australia, Canada, China, Turkey, Germany, and Spain. Moreover, universities are the primary affiliations providing these articles [27, 28]. The topics covered in these articles, as indicated by the keywords, are relevant to teacher education: e-learning, technology, higher education, curriculum, technology, teaching practices, pedagogical content knowledge, and teacher attitudes [25, 27, 28].

2.4 Bibliometric studies on science education

Bibliometricians have been endeavoring to identify precise research trends around science teaching and science education. Dogan [1] conducted a bibliometric analysis using a query on the Web of Science, which yielded 1096 articles published between 2000 and 2020. The majority of these articles were written by researchers working in universities, originating from English-speaking countries such as the USA, Canada, the UK, and New Zealand and non-English-speaking countries such as China, Brazil, Germany, Spain, France, Turkey, and Scandinavian countries. The themes, as defined by clustering keywords, were science teaching, professional development, socio-scientific issues such as the Nature of Science, inquiry-based teaching, and curriculum.

Wang et al. [29] attempted to map the evolution of science education research from 2001 to 2020. By searching specific journals, the authors gathered 6278 articles published between 2021 and 2020. The institutions at the forefront of research trends were mostly universities, with many articles resulting from collaborations between institutions. The countries with the most publications were the USA, Australia, England, Turkey, Canada, Taiwan, Germany, Israel, Sweden, and China. The major themes that emerged were STEAM, STEAM education, inquiry-based learning, motivation, achievement, scientific literacy, teacher education, professional development, pedagogical content knowledge, teacher education, socio-scientific issues, and the nature of science.

Effendi et al. [30] carried out research around trends in scientific literacy, collecting 644 studies published between 1984 and 2020 with the help of the Scopus database. Over this period, there was a notable increase in the number of publications on this subject. The themes that dominated the studies were science teaching, motivation, information literacy, curriculum, media, media education, computers, technology, health studies, learning strategies, NGSS, and pedagogical content knowledge. The main finding of the authors was that researchers have been linking scientific literacy and education. The USA was the country with the highest number of publications, followed by Canada, Australia, Turkey, and Indonesia.

Moving onto another study, Maryanti et al. [31] conducted a computational bibliometric analysis around science teaching. The authors collected 1000 articles containing the term science education in their keywords, which were published between 2017 and 2021. One significant finding of their analysis was the impact of central socio-economical and health topics, particularly those related to the COVID-19 pandemic, on research trends in this field. The identified themes were grouped into five different clusters. The first cluster centered around socio-scientific topics, such as education, teaching practices, history, and humanities in relation to science and technology. The second cluster focused on relating science with learning and subjects and contained topics such as inquiry-based learning, STEAM, mathematics, perception, performance, and problem-solving techniques. The third cluster entailed research topics in science teaching such as literature review, scholarship, and intervention. The fourth cluster examined the intersection of science teaching with technology and higher education topics, encompassing subjects such as computer science, engineering, communication, and integration. The fifth cluster revolved around the topics of teacher education and science issues, such as experience, attitude assessment, environment, technology teaching, COVID-19, and perspective.

Pham et al. [32] examined the research trends around the professional development of science teachers. By employing the Scopus database, the authors collected 431 articles published between 2001 and 2021. This time period saw a significant growth in the number of publications each year. Most articles were published in journals focusing on education and social sciences. The countries with the greatest number of contributions were the USA, the UK, South Africa, Australia, Israel, Germany, South Korea, and Turkey. The authors of these articles were primarily affiliated with universities. The most frequent themes were professional development, teacher education, science education, pedagogical content knowledge, inquiry, self-efficacy, curriculum, STEAM, and NGSS.

In summary, bibliometric studies centered around science teaching indicate a burgeoning interest in this area [30, 32]. Numerous articles are being published, deriving mostly from the USA, the UK, Australia, Canada, Turkey, and Germany [29, 31]. The authors of these articles predominantly hail from universities [1, 29]. The focal points that dominate the interest of the authors revolve around the dimensions of teaching science, as evinced by frequently used keywords such as curriculum, teaching strategies, teacher education, pedagogical content knowledge, and NGSS. Further, there is a substantial emphasis on relevant technology, wider social issues, STEAM, the nature of science, and socio-scientific issues [30, 31, 32].

3. Methodology

3.1 Scope of study

Common themes have emerged from bibliometric studies around teacher training and science education. Both fields have grabbed the interest of researchers, as indicated by the growing number of publications, especially after the first decade of 2000 [24, 26, 30, 32]. A majority of these publications were submitted by authors working in universities, more specifically in areas related to education and social studies but also to humanities, environmental studies, science, and engineering [1, 28, 31]. The countries that have the most publications in both fields are the USA, Australia, the UK, Canada, China, Turkey, Germany, and Spain [24, 25, 29, 31].

Additionally, there are similarities in the topics that researchers in both fields prioritize. There seems to be an emphasis on teacher education, teacher knowledge, and pedagogical content knowledge [25, 28, 30, 32]. This is in line with the theoretical perspective that teacher training must aim to equip future educators with a robust body of knowledge, either general or specific, about the subjects they will teach [2, 4, 9, 17].

Furthermore, there is a notable focus on the content and context that teachers will deliver to their future learners, particularly in relation to the curriculum, teaching practices, inquiry-based learning, the nature of science, and socio-scientific matters [1, 24, 25, 32]. This aligns with the theoretical viewpoint that teachers need to be familiar with effective strategies and practices; teacher training must facilitate this familiarity, along with providing practical experience in actual school contexts [5, 11, 13, 17].

Technology is also a common topic in both teacher training and science education. Various dimensions surrounding the role of technology in education and learning have been explored [25, 28, 29, 30]. This aligns with the theoretical points emphasizing the significance of technology and computers, especially in issues such as Technological Pedagogical Content Knowledge [12] and the introduction of STEAM education [22, 23].

Moreover, the role and significance of higher education is underscored in both fields [24, 27, 31, 32]. This falls in line with the theoretical viewpoint regarding the importance of universities in offering teacher training programs, often in collaboration with other institutions [27].

In summation, the common topics identified by bibliometricians in publications on teacher training and science teaching revolve around the content of teacher training, qualities and competencies that teachers need to acquire, role of technology, and importance of higher education. These topics are also considered significant in literature [2, 6, 17].

There appears to be a shortage of bibliometric studies that specifically examine the trends in teacher training and science education. This study aims to bridge this gap by providing valuable insights into the characteristics and themes of publications that focus on the education and preparation of teachers to effectively instruct science subjects in the future. Bibliometric approaches are particularly suitable for this type of study. In this study, the data was collected using the Scopus platform. A crucial step in this research is to determine the appropriate query or the set of words that will be used to retrieve the desired papers from the platform [7].

3.2 Research questions

In this particular study, the set of words used should include terms such as “teacher training” [2], as well as terms relevant to science education, science teaching, and literacy [17]. With this in mind, the query was defined as follows:

(TITLE-ABS-KEY (teacher AND training) AND TITLE-ABS-KEY (science AND education OR science AND learning)). There was no restriction regarding the years of publication.

Once the search was executed and the articles were collected, four research questions were addressed.

1. What is the research output regarding teacher training in science teaching?

2. What are the affiliations and countries with most contributions?

3. In which fields of study is there interest around this topic?

4. What are the main themes examined by researchers?

For the first three research questions, the analysis was conducted with the help of the Scopus platform, which was easily accessible and has been used in relevant studies in teacher training [7, 26] and science teaching [30, 32]. For the fourth question, the VOSviewer program was employed, which is specifically designed for keyword analysis and clustering, making it a valuable asset for studies of this nature [7, 33].

4. Findings

4.1 1st research question: research output

With regard to the first research question, a total of 4532 articles were collected after executing the query on the Scopus platform. However, after a thorough review, this number was reduced to 3695, as it was discovered that some of the initially collected articles were not particularly relevant to the study’s topic. The representation of the publication progress over the years is presented in Figure 1. The range of publication years extends as far back as 1967. However, until 1980, the number of publications was relatively low. It was mainly after the late 1990s when the publication rate exceeded 20 articles per year. Since then, the number has steadily increased, indicating significant research output.

Figure 1.

Number of publications per year.

The research landscape concerning teacher training in science subjects reflects a notable interest among scholars, mirroring the attention dedicated to teacher training and science teaching independently. Examining the pace of publications in both domains, as well as their intersection, reveals a synchronous focus [24, 26, 30, 32]. Scholars are evidently invested in understanding how teacher training can effectively prepare educators for enhanced science teaching practices.

This collective interest underscores the broader significance of the topic. The convergence of attention from researchers aligns with the broader discourse in literature [2, 4, 6]. Delving into the specifics, scholars are not merely exploring teacher training as a standalone theme but are intricately examining its nuanced relationship with science teaching. This nuanced approach demonstrates a holistic understanding of the interconnectedness between effective teacher preparation and successful science education.

The findings suggest that the academic community recognizes the pivotal role teacher training plays in shaping the quality of science instruction. Consequently, research in this realm contributes not only to advancing knowledge on teacher training but also to the overall improvement of science education. The convergence of attention from various scholarly quarters emphasizes the multifaceted nature of this discourse, further justifying the continued exploration and examination of teacher training in science subjects as a crucial area within educational research [2, 4, 5, 6].

4.2 2nd research questions: countries and affiliations

Regarding the second research question, Figure 2 illustrates the countries with the highest number of publications, namely the USA, Spain, the UK, China, Russia, Germany, Brazil, Turkey, Indonesia, and Australia.

Figure 2.

Number of documents published per country or territory.

These publications primarily involve universities, as depicted in Figure 3.

Figure 3.

Number of published documents by affiliation.

The funding for this research chiefly stems from national organizations, agencies, ministries, or institutions in the USA or Europe (where most publications come from), as seen in Figure 4.

Figure 4.

Number of published documents by funding sponsor.

Interestingly, publications funded by the National Foundation, ranking first on the list, exceed those funded by the European Commission by more than double.

These findings align with previous research on teacher training [24, 25] and science teaching [29, 31], highlighting the role of universities in preparing future teachers for science education. Additionally, collaboration among institutions, as seen in previous studies, is also evident [27, 29]. Moreover, the fact that governmental and formal public organizations provide funding for this research underscores the connection and collaboration of universities to achieve optimal outcomes. These conditions are essential for ensuring effective teacher training, as universities demonstrate a commitment to offering relevant courses and prioritizing funding and research. This, in turn, nurtures evaluation and improvement in teacher training [2, 14].

4.3 3rd research question: fields of study

Delving into the third research question, as illustrated in Figure 5, a substantial portion of the compiled articles stems from the realm of social sciences. Impressively, this category encompasses a noteworthy 2470 articles, constituting a substantial 43.7% of the overall corpus. Surprisingly, this surpasses the combined total of articles from the second-highest field, Computer Science, which comprises less than half of the social sciences’ contribution. Beyond these domains, the research landscape expands into fields pertinent to STEAM subjects, embracing contributions from disciplines like engineering, mathematics, physics and astronomy, environmental sciences, as well as earth and planetary science. Furthermore, the scholarly discourse on the topic extends its reach into the territories of arts, humanities, and decision sciences. Researchers from these diverse domains actively contribute to the growing body of knowledge surrounding the subject under investigation. This interdisciplinary collaboration highlights the multifaceted nature of the research, drawing upon insights and methodologies from a broad spectrum of academic disciplines.

Figure 5.

Number of published documents by subject area.

In addition to these substantial contributions, a discernible presence is noted from researchers engaged in health studies. Notwithstanding its comparatively smaller footprint, this sector encompasses fields such as medicine, dentistry, biochemistry, nursing, and psychology. The inclusion of these health-related perspectives further enriches the comprehensive understanding of the subject matter, offering a holistic view that incorporates insights from both the social sciences and health sciences.

The varied composition of contributors underscores the interdisciplinary nature of the study, emphasizing the interconnectedness of different academic domains in exploring and addressing the research question at hand. As the amalgamation of perspectives continues to broaden, the resulting discourse contributes to a more nuanced and comprehensive understanding of the intricate facets associated with the overarching research inquiry.

In summary, the overall findings align seamlessly with those derived from independent studies specifically focused on teacher training and science instruction. The congruence in outcomes not only reaffirms the validity of the current research but also highlights the consistency and reliability of the observed patterns and trends across a broader spectrum of educational investigations. This coherence enhances the robustness of the conclusions drawn, providing a comprehensive and cohesive understanding of the intricate dynamics associated with teacher preparation and the effective imparting of scientific knowledge in educational settings [26, 27, 30, 31, 32]. The dominant representation of researchers from fields of STEAM, social studies, arts, and humanities substantiates the crucial correlation these disciplines share with training teachers for science subjects, as elucidated in the existing literature. This dominance underscores the acknowledged importance of a multidisciplinary approach in shaping effective science education. The collective expertise from diverse academic realms enriches teacher training initiatives, emphasizing the interconnectedness of science education with broader educational, social, and humanistic perspectives. The defined framework of the literature aptly recognizes and validates the pivotal role played by researchers from these varied fields in fostering a holistic and well-rounded approach to science teacher preparation [19, 21, 30, 32].

4.4 4th research question: themes

Regarding the fourth research question, the keywords that emerged most frequently were grouped in the VOSviewer into four clusters, as presented in Figure 6. The first cluster includes keywords that are focused on teaching and learning along with relevant sub-topics and dimensions. Among them, the keywords with the highest occurrences are teaching, cognition, and exercise. Other keywords in this cluster are education, learning, curriculum, review, feedback, science teaching, teacher, training, student, assessment, evaluation, human, problem-based learning, and practices. The second cluster includes keywords that are focused on the actual context wherein contemporary science teaching and learning occur, along with associated functions. The keywords that emerged most frequently in this cluster are classroom management, student learning outcome, and learning analytics. Other keywords in this cluster are classroom environment, curriculum, subject-specific teaching, and education computing. The third cluster centers around higher education, science, and technology teaching. The primary keywords are teacher education, STEM education, and education technology. Additionally, this cluster includes other keywords like teacher training, pedagogical content knowledge, STEAM, education innovation, and didactics. Finally, the fourth cluster entails keywords concerning the professional aspects of teaching and teacher training. The keywords that dominate this cluster are personnel training, job analysis, and assessment. Other important keywords in this cluster are behavior science, motivation, teacher professional development, and perception. In summary, the research findings indicate that researchers are particularly interested in various aspects of teaching and learning, including the content and context of teacher preparation and competencies, education technologies, contemporary approaches, and professional aspects related to teachers’ preparation.

Figure 6.

Keywords and clusters.

One major finding is that the topics covered in this study align with those that attract researchers who focus solely on teacher training or science teaching 24, 25, 32, 34]. There is a clear interest in what constitutes effective education, both in general and specifically in the field of science. This includes identifying appropriate practices, acquiring knowledge about pedagogy and content, and becoming familiar with the working environment of schools. These qualities are important for contemporary teachers [6, 11, 13, 17]. The existence of the term Technological Pedagogical Content Knowledge is also of great significance as it is considered essential for teachers [12].

Another noteworthy finding is the emphasis placed on teachers’ relationship with technology, which has a dual aspect. First, technology is approached as a subject of education that is relevant to science. This aligns with the findings of current theory teaching [11, 13] and science teaching in particular [5, 17]. This also relates to the emphasis observed on STEAM subjects, which is an emerging trend in education [20  22, 23]. Second, technology is approached as a perspective for teachers, providing new means, opportunities, and modes for knowledge delivery. This is a point that is also emphasized in educational theory and teacher training [2, 3].

Finally, there is a notable interest in the teaching profession, including its traits and conditions. Researchers seem willing to examine how teachers appreciate their work, how it is evaluated, and how it can be improved. They pay attention to the way training is delivered through universities, in cooperation with schools, other institutions, or organizations. There is concern among researchers about professional development and ways in which teachers can enhance their performance and improve learning outcomes within the school organization environment. These aspects are essential for teacher education [2, 9, 11, 17].

5. Conclusions

This research aimed to provide substantial information on the research trends in teacher training for science education. To achieve this, a bibliometric approach was implemented, which was deemed appropriate for the scope of this study. While there have been a considerable number of bibliometric studies conducted separately on teacher training [24, 25, 26, 27, 28] and science teaching [1, 29, 30, 31, 32], there appears to be a limited number of studies that combine these two areas. The data for this research were collected from articles through the Scopus platform by executing a relevant search command. The research trends were derived from the analysis of these articles. Specifically, the analysis aimed to identify various aspects, including research output, researchers’ countries and affiliations, their fields of study, and the themes they focused on. These findings provide significant information regarding the current research trends [7, 33].

By executing an appropriate query on a platform, a total of 3695 articles were collected, published between the years 1967 and 2024. The number of papers has been steadily increasing, particularly after 2000, when the annual publication rates of articles experienced a drastic surge. The majority of publications originate from researchers based in countries such as the USA, Spain, the UK, China, Russia, Germany, Brazil, Turkey, Indonesia, and Australia. These researchers primarily work at universities and higher education institutes, often collaborating with governmental bodies and organizations for funding and support. The fields of study encompass a wide range, with a predominant focus on social sciences. However, researchers also work in fields such as engineering, computing, science, mathematics, health studies, arts, and humanities. The specific topics that they examine are relevant to teaching and learning, the structure of the training program, science and technology issues, and professional aspects of teachers’ work.

This demonstrates that researchers and theorists have been investigating the topic of teacher training in science with growing significance. There exists evident interest in assisting science teachers in acquiring the knowledge and competencies necessary for effective teaching and science teaching approaches, as outlined in theory and literature [6, 17]. Additionally, there is a focus on helping them appreciate the role of technology in science teaching through different dimensions [4, 6]. This also extends to equipping trainee teachers with crucial terms such as Technological Pedagogical Content knowledge [12] and STEAM education [22, 23].

Universities play a significant role in establishing and maintaining courses around teacher training, both in general and specifically for science subjects. In doing so, they attempt to establish collaborations with other organizations. These organizations can include central administrative bodies that provide funding [2, 9], as well as educational institutions that offer opportunities for future teachers to gain experience and bridge the gap between theory and practice [11, 13]. These conditions contribute to the development of well-structured, well-managed, and well-supported teacher training courses at universities [14].

Acknowledgments

I would like to express my gratitude to the people I work with, along with my colleagues and partners from the University of the Aegean, for their invaluable assistance and support throughout this study.

Conflict of interest

The authors declare no conflict of interest.