Research Trends on Computational Thinking in Pre-Service Teachers' Education: A Bibliometric Analysis.
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| Title: | Research Trends on Computational Thinking in Pre-Service Teachers' Education: A Bibliometric Analysis. |
|---|---|
| Authors: | Appiah, Emmanuel D.1 (AUTHOR) emmanuelappiah2@gmail.com, Antwi, Samuel1 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Nov2025, Vol. 69 Issue 6, p1318-1329. 12p. |
| Subject Terms: | *Teacher training, *Bibliometrics, *Student teachers, *Critical thinking, *Concept mapping, *Learning, Trend analysis |
| Abstract: | Integrating computation thinking (CT) into pre-service teacher training programs is critical for effectively preparing educators to teach 21st-century skills to empower future generations. Despite the expanding body of literature, a comprehensive bibliometric analysis of research trends on computational thinking in pre-service teacher education is lacking. The study utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram to investigate and analyze publications retrieved from the Scopus database from 2017 to 2024. Descriptive statistics using pivot charts and tables were used to analyze publication output, the top journals, highly cited articles, most influential authors, and the geographical distribution of publications. The VOSviewer, a bibliometric analysis tool, was employed to examine co-authorship and bibliographic coupling with authors and keyword co-occurrences with emerging keywords such as coding, block-based programming, etc. The findings showed that the output of publications has been steadily increasing between 2017 and 2024, with the main contributions coming from journals with the most publications on CT, influential authors, publications by country, and the most cited articles. It highlights progress in the field of CT and offers insights into the field's progress, guiding future research. This insight will provide a research lens for future researchers in the field and contribute to a better understanding of how computational thinking is developing in teacher education, which could inform future research priorities and curriculum improvements. This study makes a unique use of bibliometric analysis and knowledge mapping to reveal research trends and advances in computational thinking in teacher training programs. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189935024 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Research Trends on Computational Thinking in Pre-Service Teachers' Education: A Bibliometric Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Appiah%2C+Emmanuel+D%2E%22">Appiah, Emmanuel D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> emmanuelappiah2@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Antwi%2C+Samuel%22">Antwi, Samuel</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TechTrends%3A+Linking+Research+%26+Practice+to+Improve+Learning%22">TechTrends: Linking Research & Practice to Improve Learning</searchLink>. Nov2025, Vol. 69 Issue 6, p1318-1329. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+analysis%22">Trend analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Integrating computation thinking (CT) into pre-service teacher training programs is critical for effectively preparing educators to teach 21st-century skills to empower future generations. Despite the expanding body of literature, a comprehensive bibliometric analysis of research trends on computational thinking in pre-service teacher education is lacking. The study utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram to investigate and analyze publications retrieved from the Scopus database from 2017 to 2024. Descriptive statistics using pivot charts and tables were used to analyze publication output, the top journals, highly cited articles, most influential authors, and the geographical distribution of publications. The VOSviewer, a bibliometric analysis tool, was employed to examine co-authorship and bibliographic coupling with authors and keyword co-occurrences with emerging keywords such as coding, block-based programming, etc. The findings showed that the output of publications has been steadily increasing between 2017 and 2024, with the main contributions coming from journals with the most publications on CT, influential authors, publications by country, and the most cited articles. It highlights progress in the field of CT and offers insights into the field's progress, guiding future research. This insight will provide a research lens for future researchers in the field and contribute to a better understanding of how computational thinking is developing in teacher education, which could inform future research priorities and curriculum improvements. This study makes a unique use of bibliometric analysis and knowledge mapping to reveal research trends and advances in computational thinking in teacher training programs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189935024 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11528-025-01111-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1318 Subjects: – SubjectFull: Teacher training Type: general – SubjectFull: Bibliometrics Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Concept mapping Type: general – SubjectFull: Learning Type: general – SubjectFull: Trend analysis Type: general Titles: – TitleFull: Research Trends on Computational Thinking in Pre-Service Teachers' Education: A Bibliometric Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Appiah, Emmanuel D. – PersonEntity: Name: NameFull: Antwi, Samuel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 87563894 Numbering: – Type: volume Value: 69 – Type: issue Value: 6 Titles: – TitleFull: TechTrends: Linking Research & Practice to Improve Learning Type: main |
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