Institutional and Professional Identity in Teacher Education Quality in Higher Education: An Analysis of Bibliometric Trends and Systematic Review in Scopus

Flores S.A.Q.; Huarcaya R.E.C.; Guevara A.M.F.; Huamani S.L.M.; Cordova G.O.R.; Lozano P.P. · Pakistan Journal of Life and Social Sciences (2024) · DOI: 10.57239/pjlss-2024-22.2.00909

Resumen

The present research aimed to conduct a study of bibliometric and systematic literature trends on institutional and professional identity in the quality of teacher education in higher education, in Scopus between 2004 and 2024. The study combined quantitative and qualitative methodologies, was framed in a bibliometric design in the first stage and a systematic literature review approach in the second stage. A total of 196 studies were considered in the first phase and seven papers in the second phase. The data reveal that the field of scientific production increased by 40.8% between 2022 and 2024, the most prominent country being the United Kingdom with 15%. In addition, the most relevant subject areas were social sciences (52%) and psychology (10%). It is concluded that based on the breadth of topics addressed, the level of collaboration between authors, contributing nations, and the ease of access to key data provided by high-impact sources, it can be determined that research on the topic has advanced. Furthermore, the systematic analysis revealed that the modern conception of institutional culture and development of professional identity implies a relationship with the social projection of university teachers, which is a categorical factor in teaching quality standards. Thus, using bibliometric and systematic review methodologies, this study provides a critical evaluation of the research and a basis for future research. © (2024), (Elite Scientific Publications). All rights reserved.

Instituciones: Universidad Nacional San Luis Gonzaga