Teacher Self-Assessment: A Bibliometric Study
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Abstract
Teachers' self-assessment is crucial for professional growth and improving teaching practices, yet it remains underexplored and fragmented across various contexts and disciplines. This bibliometric study analyzes publications from 2021 to 2024 to identify trends and influences in the field. Using scoping analysis, the study mapped key themes, authorship, and geographical distribution. It found that Education Sciences and Frontiers in Education are leading journals, with a focus on open-access, interdisciplinary research. Studies spanned countries including Taiwan, Iran, China, and the United States, with Namaziandost et al. leading collaborative research teams with four citations. The literature increasingly draws from social sciences, educational psychology, and technology integration, exploring topics such as self-efficacy, professional development, technology, and assessment practices. Spain and the United States emerged as top contributors, with authors like Cullen M., Choles J. R., and Ricketts N. P. prominent in the co-authorship network. The analysis underscores the importance of continued research into teachers' self-assessment to enhance both teaching practices and student outcomes. It suggests that future studies, particularly in Islamic education, can offer valuable insights into how self-assessment is applied in this specific context. Further exploration within social science research will deepen our understanding and encourage interdisciplinary collaboration, ultimately advancing educational practices
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