Teacher qualifications: A bibliometric analysis of Scopus (1952-2023)

This bibliometric study offers a comprehensive analysis of the evolving research landscape on teacher qualifications, employing advanced scientific mapping techniques based on data from the Scopus database. The study utilises a comprehensive dataset comprising 13,080 articles and 690 reviews, spanning the period between 1952 and 2023. This analysis illuminates the pivotal global collaborations and the most influential contributors within this domain. The United States, Australia, England, China, and Türkiye are at the vanguard of research output and citation impact. Notable scholars such as Dan Goldhaber, Linda Darling-Hammond, and Susanna Loeb have made a substantial impact on the development of this field. Over the past seven decades, there has been a steady increase in academic publications on teacher qualifications, reaching its zenith in 2023. Despite this upward trend, the findings suggest that the research on teacher qualifications has yet to fully mature, leaving ample room for further exploration. It is recommended that future research focus on the intersection of teacher education and professional development, particularly in relation to diverse educational policies. These insights open promising avenues for advancing this critical area of study.