Teacher training in environmental education from the perspective of a bibliometric analysis
https://orcid.org/0000-0002-0818-3329
Environmental Education is a strategy that improves human attitudes towards nature. In this context, teachers play a fundamental role, so their permanent and continuous training in this field becomes a necessity (Canaza-Choque, 2019; Nieva & Martínez, 2016). In this article, a descriptive bibliometric study was carried out to establish trends in research on teacher training in Environmental Education. The Scopus database was used to obtain scientific production between the years 2003 and 2023; For the analyses, the VOSviewer software, the bibliometrix R package and the Biblioshiny application were used. The analysis of 151 articles demonstrated a growth in scientific production starting in 2019, highlighting the magazine Sustainability (Switzerland), with high scientific production and Research in Environmental Education with the greatest impact. The author with the most publications is Varela-Losada, M and the most cited article was written by Evans et al., (2017). The words with the highest co-occurrence are environmental education and teacher training. Publications on teacher training in Environmental Education have increased in recent years, however, it is pertinent to strengthen research ties in this field.
Al-Naqbi, A. K., & Alshannag, Q. (2018). The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students. International Journal of Sustainability in Higher Education, 19(3), 566–588. https://doi.org/10.1108/IJSHE-06-2017-0091
Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability (Switzerland), 5(12), 5067 – 5080. https://doi.org/10.3390/su5125067
Burnham, J. F. (2006). Scopus database: A review. Biomedical Digital Libraries, 3, 1–8. https://doi.org/10.1186/1742-5581-3-1
Canaza-Choque, F. A. (2019). De la Educación Ambiental al Desarrollo Sostenible: Desafíos y Tensiones en los Tiempos del Cambio Climático. Revista de Ciencias Sociales, 2019(165), 155–172.
Demir, G., Chatterjee, P., & Pamucar, D. (2024). Sensitivity analysis in multi-criteria decision making: A state-of-the-art research perspective using bibliometric analysis. Expert Systems with Applications, 237(PC), 121660. https://doi.org/10.1016/j.eswa.2023.121660
Evans, N. S., Stevenson, R. B., Lasen, M., Ferreira, J.-A., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405 – 417. https://doi.org/10.1016/j.tate.2017.01.013
Gavinolla, M. R., Livina, A., & Swain, S. K. (2022). State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysis. Journal of Teacher Education for Sustainability, 24(2), 147 – 165. https://doi.org/10.2478/jtes-2022-0022
Liu, P. (2019). Investigación sobre la huella ecológica del turismo : el caso de Langzhong en China. Observatorio Medioambiental, 22, 245. https://doi.org/http://dx.doi.org/10.5209/OBMD.67071
Mannion, G., Fenwick, A., & Lynch, J. (2013). Place-responsive pedagogy: Learning from teachers’ experiences of excursions in nature. Environmental Education Research, 19(6), 792 – 809. https://doi.org/10.1080/13504622.2012.749980
Naciones Unidas. (2018). La Agenda 2030 y los Objetivos de Desarrollo Sostenible: una oportunidad para América Latina y el Caribe. https://www.cepal.org/sites/default/files/news/files/folleto_amazonia_posible_y_sostenible.pdf
Nieva, C. J. A., & Martínez, C. C. O. (2016). Una nueva mirada sobre la formación docente. Revista Científica Universidad y Sociedad, 8, 150.
Pranckutė, R. (2021). Web of science (Wos) and scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1). https://doi.org/10.3390/publications9010012
Pulido, V. C., & Olivera, E. C. (2018). Aportes pedagógicos a la educación ambiental: una perspectiva teórica. Revista de Investigaciones Altoandinas, 20(3), 333–346.
Sauvé, L. (2004). Perspectivas curriculares para la formación de formadores en Educación Ambiental. I Foro Nacional Sobre La Incorporación de La Perspectiva Ambiental En La Formación Técnica y Profesional. http://www.unites.uqam.ca/EDAMAZ
Şimşek, E. K., & Kalıpçı, M. B. (2023). A bibliometric study on higher tourism education and curriculum. Journal of Hospitality, Leisure, Sport and Tourism Education, 33(May). https://doi.org/10.1016/j.jhlste.2023.100442
Uitto, A., & Saloranta, S. (2017). Subject teachers as educators for sustainability: A survey study. Education Sciences, 7(1). https://doi.org/10.3390/educsci7010008
Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
Wagner, C. S., Whetsell, T. A., & Mukherjee, S. (2019). International research collaboration: Novelty, conventionality, and atypicality in knowledge recombination. Research Policy, 48(5), 1260–1270. https://doi.org/10.1016/j.respol.2019.01.002
Wolff, L.-A., Sjöblom, P., Hofman-Bergholm, M., & Palmberg, I. (2017). High performance education fails in sustainability? —a reflection on finnish primary teacher education. Education Sciences, 7(1). https://doi.org/10.3390/educsci7010032