Abstract:

Due to the change and different kinds of disruptions in academia, such as pandemics and technology, teachers' training and retraining have become necessary. There is an urgent need for support from the university management and administrators to accomplish this goal. Teacher training combines procedures, policies, and support to provide teachers with the knowledge, attitudes, behaviours, approaches, and methodologies they need to effectively carry out their multitasking duties in the classroom and the school community. Recent literature examined teachers' training on digital tools for formative assessment based on pedagogical experiments and discovered a gap in postgraduate teacher's training in Ukraine (Zhorova et al., 2022). Relatedly, Choomnoom (2022) opines that Technical and Vocational Education and Training (TVET) is crucial in Thailand for human capital building, facilitating the implementation of methods, and processing new learning contents. Larraceleta, Castejón, Iglesias-García & Núñez (2022) also contributed to the discussion of teacher training and support and emphasised special education training to cater for psychoeducation practices.

Similarly, Kuleshova, Aksakova, Malazoniia & Kovalenko (2022) advocates for the professional training of future engineers-teachers for strategic human resources planning. These studies contributed empirically to the body of knowledge, but it is crucial to look at holistic teachers' training and support. This study intends to analyse the global academic literature on teacher training and support to ascertain the quantity and the quality of the global authors, countries, and institutions. Two bibliometric databases were merged with the criterion of exclusion and inclusion. "University Teacher Training and Support" search strings were used for Web of Science and Scopus to explore the aim of the study. The search output for Web of Science and Scopus was 2,467 and 2,449. After inclusion and exclusion, Web of Science and Scopus was limited to 870 and 917. This study utilised RStudio to merge the data. The merged data totalled 1,787, and after removing the duplicate 420, 1367 were used for the bibliometric data analysis with Biblioshiny App. The results show that the annual article production on teacher training and support was progressing until 2017 when the publication dropped from 121 (2016) to 104. The peak publication was recorded in 2021 with 252 articles.

Kazan Federal University in Russia is the most relevant affiliation, and the United States of America had the highest country production with 398 articles and 3170 total citations with an average article citation of 15.93. The most relevant author is Nguyen T., with seven documents. The two clusters revealed in the study emphasised the importance of online distance education training and digital competence, while the second cluster focussed on teacher training on emerging educational technology, innovation, pedagogy, collaboration, mentorship, leadership, professional development, and assessment. This study confirmed that teacher training is a global phenomenon, and academic production on this topic is not evenly distributed. There is still scanty academic literature on teacher training and support in Africa, and there is a gap for more intensive studies. Future researchers should focus on the trendy topics of teachers' training and support with relevant theoretical applications and trendy methodologies.

Keywords:

Teacher, Training, Support, University, Bibliometric, Global.