RESEARCH TRENDS AND NETWORK APPROACH TO THE INTERSECTION BETWEEN TEACHER EDUCATION AND LEARNING OUTCOMES

Abstract

This paper provides a bibliometric study of the scientific output at the junction of teacher education and learning outcomes, thereby clarifying publishing trends, author productivity, notable sources, international cooperation, and citation effect. Examining 562 journals, books, and conference proceedings, the 943 publications looked at span 2019 and 2024. The results reveal a steady growth in academic interest based on an annual publication increase of 14.01% and an average document age of 3.09 years, therefore underscoring the field's growing and dynamic nature. Emphasizing the need of peer-reviewed research in spreading results, journal articles account for the bulk of the publications—703; conference papers—98; book chapters—89; Leading in scientific contributions (487 publications), the United States follows Indonesia (225) and China (153), therefore attesting to the global engagement in this field of research. Although it has increased, international co-authorship remains somewhat low (14.95%), suggesting room for additional collaboration. Citation analysis shows significant impact; the most commonly cited paper has 598 references. Author output, however, follows Lotka's Law and has a small core group of quite active researchers. This paper underlines the need of additional multidisciplinary research and policy-driven initiatives to improve the link between teacher preparation and student learning performance globally.