Scientific production on dialogical pedagogy: a bibliometric analysis
Editor: Prof. Dr. Javier González Argote, https://orcid.org/0000-0003-0257-1176
Keywords:Pedagogía, Bibliometría, Producción científica, Paulo Freire, Dialogical pedagogy
Paulo Freire's dialogical pedagogy provides teachers with a framework for their professional practice, offering educators strategies for teaching and learning. The main objective of this research is to determine the contributions of Paulo Freire's dialogical pedagogy to teaching praxis from bibliometric analysis, in terms of increasing impact and incidence in educational processes, knowing its structure, production, and utilization of information for pedagogical practices. A descriptive bibliometric study in Scopus database was conducted, applying a technique of exploratory and descriptive bibliographic document collection to analyze research related to the research topics. A total of 781 documents were retrieved from the Scopus database on the topic under study, of which 32,5% were open access, involving 1317 authors, with an average of 8,1 citations per document (1,42 Field-Weighted Citation Impact). Original articles represented three-quarters of the total documents, indicating research with new contributions to knowledge, while 12.4% were book chapters and the remaining 11.8% were Reviews, Books, Conference Papers, Editorials, and Errata. The top 10 countries with the highest number of published documents in the research area are the United States, United Kingdom and Australia. The analysis carried out revealed that there is significant progress in the area of research related to dialogic pedagogy and its scientific evolution.
Rodríguez LM, Marin C, Moreno SM, Rubano M del C. Paulo Freire: una pedagogía desde América Latina. Ciencia, docencia y tecnología 2007:129-71.
Santos Gómez M. Ideas filosóficas que fundamentan la pedagogía de Paulo Freire. Revista Iberoamericana de Educación 2008;46:155-74.
Forneris SG, Peden-McAlpine CJ. Contextual Learning: A Reflective Learning Intervention for Nursing Education. International Journal of Nursing Education Scholarship 2006;3. https://doi.org/10.2202/1548-923X.1254.
Lewthwaite S, Nind M. Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice. British Journal of Educational Studies 2016;64:413-30. https://doi.org/10.1080/00071005.2016.1197882.
Alexander R. Developing dialogic teaching: genesis, process, trial. Research Papers in Education 2018;33:561-98. https://doi.org/10.1080/02671522.2018.1481140.
Skidmore D, Murakami K. Dialogic pedagogy: The importance of dialogue in teaching and learning. Bristol: Channel View Publications; 2016.
Nind M, Lewthwaite S. Methods that teach: developing pedagogic research methods, developing pedagogy. International Journal of Research & Method in Education 2018;41:398-410. https://doi.org/10.1080/1743727X.2018.1427057.
Teo P. Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction 2019;21:170-8. https://doi.org/10.1016/j.lcsi.2019.03.009.
How to Cite
Copyright (c) 2022 Yanir Bayona Arévalo, Matilde Bolaño García
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.