Research Hotspots and Future Prospects of TPACK in Early Childhood Education: An Analysis Based on CiteSpace Knowledge Mapping

Abstract

With the rapid development of educational technology, the ability of early childhood educators to integrate technology and content knowledge (TPACK, Technological Pedagogical Content Knowledge) has gained increasing attention. This study aims to comprehensively analyze the research trends and development of TPACK in early childhood education, revealing the current state and future directions in this field. By adopting bibliometric methods and content analysis, we examine academic papers published from 2012 to 2022, focusing on the volume of publications, publishing countries, research institutions and authors, co-citation of literature, keywords, and research frontiers. The results show a significant increase in the volume of publications related to early childhood educators' TPACK, with a peak in 2021. The United States, China, and Turkey are leading the research in this field. Institutions such as Nanyang Technological University and National Taiwan University of Science and Technology have made outstanding contributions to TPACK research. Highly cited literature emphasizes the core theories and methodologies of the TPACK framework. Keyword analysis reveals that "beliefs," "perceptions," and "skills" are the current research hotspots. This study provides valuable insights into the current status and future development of early childhood educators' TPACK, emphasizing that research into TPACK will continue to play a crucial role in supporting educators to effectively integrate technology and pedagogy in a rapidly changing educational environment.