Bibliometric Analysis of Articles Published in the Scope of Web of Science (WOS) Related to Lesson Study

Abstract

The aim of this study is to examine articles on the lesson study professional development model through a bibliometric analysis approach. The analysis focuses on studies published between 2000 and 2022, retrieved from the Web of Science (WoS) database, specifically the Social Sciences Citation Index (SSCI) and Science Citation Index Expanded (SCI-E). The keyword “lesson study” was used to identify relevant publications. After a rigorous screening process, a total of 318 articles meeting the inclusion criteria were selected for analysis. Descriptive and bibliometric analysis methods were employed to analyze the data. The findings indicate that most studies were published in 2022, while the highest number of citations occurred in 2020. It was also found that the majority of the studies were conducted in the United States. In terms of journals, the International Journal for Lesson and Learning Studies published the highest number of articles, and De Vries emerged as the most prolific author. Furthermore, the study by Fernandez received the highest number of citations. Based on these findings, it is suggested that future research should address the lesson study model from diverse perspectives and across different cultural contexts. Additionally, including studies from other WoS databases may enhance the scope of future research. Conducting meta-analysis and meta-synthesis studies is also recommended to achieve a more comprehensive understanding of the lesson study model.