Teacher digital professional development: a bibliometric analysis using scopus database from 2001-2023

The integration of digital technologies into education has become essential in the 21st century, necessitating that teachers worldwide improve their digital competencies. Despite knowing the importance of digital competencies, challenges persist, such as centralized planning and rapid technological advancements. This study aims to provide insights and recommendations for understanding Teacher Digital Professional Development (TDPD). This study adopted a bibliometric analysis based on the data obtained from the Scopus online database as of December 2024. Based on the ‘keywords’ search results, the study finalized 445 valid documents for further analysis. Then, the author employed a VOS viewer for data visualization purposes. As the results revealed, there has been an increased growth rate of digital professional development literature since 2001. The increasing number of works on digital professional development indicates a growing awareness of its importance and specific requirements. The component elements within the Teacher Digital Professional Development model according to this study are situative learning experiences, congruence with teacher beliefs, online environment, TPACK Development, enabling institutional policies, interactive and collaborative activities, and taking consideration of teacher characteristics. In conclusion, this study describes the Teacher Digital Professional Development in detail and future research on this proposed Teacher Digital Professional Development model should be conducted to enable a broader understanding in this field.