SavedAdd your journal

Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Issue: 3

Mapping Research Trends on Curriculum Literacy and Social Emotional Learning in Teacher Education: A Bibliometric Analysis

Öğretmen Eğitiminde Program Okuryazarlığı ve Sosyal Duygusal Öğrenme Araştırma Eğilimlerinin Haritalandırılması: Bir Bibliyometrik Analiz

Duygu İleritürk(Atatürk Üniversitesi)0000-0002-0409-4281
Pages
—
Publication Date
2026-06-21
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings: The findings reveal a growing scholarly interest in SEL and curriculum literacy, with increasing publication and citation trends, dominant research clusters, and strong international collaboration networks.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Purpose: This study presents a bibliometric mapping of research on curriculum literacy and social emotional learning (SEL) in teacher education.
📊
Key Findings & Data:Method: Using the Web of Science (WoS) database, 85 publications published between 2019 and 2024 were analyzed through bibliometric techniques.
💡
Conclusion & Impact:Findings: The findings reveal a growing scholarly interest in SEL and curriculum literacy, with increasing publication and citation trends, dominant research clusters, and strong international collaboration networks.
🔬Design:Research Article
📍Scope:2019 Verileri
⚙️Variables:bibliometric analysis · CASEL · teacher education

Abstract

Purpose: This study presents a bibliometric mapping of research on curriculum literacy and social emotional learning (SEL) in teacher education. Rather than examining empirical effects or causal relationships, the study aims to identify publication trends, collaboration patterns, and the intellectual structure of the field. Method: Using the Web of Science (WoS) database, 85 publications published between 2019 and 2024 were analyzed through bibliometric techniques. Data were examined using VOSviewer to visualize co-authorship networks, co-citation structures, and keyword co-occurrence patterns. Findings: The findings reveal a growing scholarly interest in SEL and curriculum literacy, with increasing publication and citation trends, dominant research clusters, and strong international collaboration networks. The bibliometric maps highlight key thematic concentrations, influential authors, and emerging subtopics that shape the current research landscape. Conclusion: By providing a systematic overview of the field, this study contributes to a clearer understanding of how SEL and curriculum literacy are positioned within teacher education research and offers a foundation for future empirical and theoretical studies.

Özet

Amaç: Bu çalışma, öğretmen eğitiminde program okuryazarlığı ve sosyal duygusal öğrenme (SEL) üzerine yapılan araştırmaların bibliyometrik bir haritasını sunmaktadır. Çalışma, ampirik etkileri veya nedensel ilişkileri incelemek yerine, yayın eğilimlerini, işbirliği modellerini ve alanın entelektüel yapısını belirlemeyi amaçlamaktadır. Yöntem: Web of Science (WoS) veritabanı kullanılarak, 2019 ile 2024 yılları arasında yayınlanan 85 yayın bibliyometrik tekniklerle analiz edilmiştir. Veriler, ortak yazarlık ağlarını, ortak atıf yapılarını ve anahtar kelime birlikte geçme modellerini görselleştirmek için VOSviewer kullanılarak incelenmiştir. Bulgular: Bulgular, artan yayın ve atıf eğilimleri, baskın araştırma kümeleri ve güçlü uluslararası işbirliği ağlarıyla SEL ve program okuryazarlığına yönelik artan akademik ilgiyi ortaya koymaktadır. Bibliyometrik haritalar, mevcut araştırma ortamını şekillendiren temel tematik yoğunlaşmaları, etkili yazarları ve ortaya çıkan alt konuları vurgulamaktadır. Sonuç: Alanın sistematik bir genel bakışını sağlayarak, bu çalışma SEL ve program okuryazarlığının öğretmen eğitimi araştırmaları içindeki konumunun daha net anlaşılmasına katkıda bulunmakta ve gelecekteki ampirik ve teorik çalışmalar için bir temel sunmaktadır.

🔖

Cite This Article

İleritürk, D. (2026). Mapping Research Trends on Curriculum Literacy and Social Emotional Learning in Teacher Education: A Bibliometric Analysis. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Issue: 3. https://doi.org/10.14686/buefad.1807202

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (26)

  1. Aslan, S. (2019). An Analysis of Prospective Teachers' Curriculum Literacy Levels in Terms of Reading and Writing. Universal Journal of Educational Research, 7(4), 973-979. https://doi.org./ 10.13189/ujer.2019.070408
  2. Aydın, R. & Kurt, S. (2022). Examination of teachers’ perceptions of self-efficiency and curriculum literacy. Education Quarterly Reviews, 5(1), 90-117. oi: 10.31014/aior.1993.05.01.422.
  3. Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H. & Skouteris, H. (2020). Do curriculum-based social and emotional learning programs in early childhood education and care strenthen teacher outcomes? A systematic literature review. International Journal of Environmental Research and Public Health, 17, 1049.
  4. Committee for Children. (2019). What is social-emotional learning? https://www.cfchildren.org/what-is-social-emotional-learning/schools/
  5. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
  6. Ergas, O., & Hadar, L. (2019). Mindfulness in and as education: A map of adeveloping academic discourse from 2002 to 2017. Review of Education, 7(3), 757-797. https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/rev3.3169
  7. Garner, P. W. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22(3), 297–321. https://doi.org/10.1007/s10648-010-9129-4
  8. Gimbert, B. G., Miller, D., Herman, E., Breedlove, M. & Molina, C. E. (2023). Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, 18(1), 3-39.
  9. Humphrey, N. (2013). Social and emotional learning: A critical appraisal. Sage.
  10. Jager, R. J., Rivas-Drake, D. & Borowski, T. (2018). Equity & social and emotional learning: A cultural analysis. https://www.delawarepbs.org/wp-content/uploads/2020/07/Jagers-Rivas-Drake-Borowski-2018-Equity-_-Social-and-Emotional-Learning_A-Cultural-Analysis.pdf
  11. Jennings, P.A. & Greenberg, M.T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.
  12. John Hopkins School of Education. (2018). Curriculum literacy in schools of education? The hole at the center of American teacher preparation. https://jscholarship.library.jhu.edu/server/api/core/bitstreams/9c06db26-28e1-4212-a8fd-648fd9e688db/content
  13. Jones, S. M. & Bouffard, S. M. (2012. Social and emotional learning in school from programs to strategies. Social Policy Report, 26(4), 1-33. https://doi.org/10.1002/j.2379-3988.2012.tb00073.x
  14. Milli Eğitim Bakanlığı. [MEB]. (2024). https://tymm.meb.gov.tr/beceriler/sosyal-duygusal-ogrenme-becerileri
  15. Norwich, B., Moore, B., Stentiford, L., & Hall, J. (2022). Social emotional learning as a framework for child psychological health. https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3795
  16. Nsibande, N. & Modiba, M.M. (2012). ‘I just do as expected’ Teachers’ implementation of continuous assessment and challenges to curriculum literacy. Research Papers in Education, 27(5), 629-645.
  17. Onchwari, G. (2010). Early childhood in-service and preservice teachers' perceived preparedness to handle stress in their students. Early Childhood Education Journal, 37, 391–400. https://doi.org/10.1007/s10643-009-0361-9
  18. Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246.
  19. Sandilos, L. E., Goble, P., & Schwartz, M. (2020). Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms. Early Education and Development, 31(7), 1169 – 1185. https://doi.org/10.1080/10409289.2020.1788331
  20. Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155.
  21. Uşaklı, H. (2017). Sosyal duygusal öğrenme nedir? Neden önemlidir? (İnsan ilişkilerinde beş duygu alanı). Sinop Üniversitesi Sosyal Bilimler Dergisi, 1(2), 1-16.
  22. Waajid, B., Garner, P. W. & Owen, J. E. (2013). Infusing social emotional learning into the teacher education curriculum. The International Journal of Emotional Education, 5(2), 31-48.
  23. Wagner, C. S., Roessner, J. D., Bobb, K., Klein, J. T., Boyack, K. W., Keyton, J. & Börner, K. (2011). Approaches to understanding and measuring interdisciplinary scientific research (IDR): A review of the literature. Journal of informetrics, 5(1), 14-26. https://doi.org/10.1016/j.joi.2010.06.004
  24. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In Handbook of Social and Emotional Learning: Research and Practice, 3-19.
  25. Yang, C., Datu, J., Lin, C., Lau, E. Y. H., & Li, J. (2019). Early childhood teachers’ social emotional learning and program literacy. Early Education and Development, 30(1), 36-59.
  26. Zins, J. E., Weissberg, R. P. & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.