Research in the Social Sciences and Humanities is published in a variety of formats and types of documents. Local journals are relevant for these fields, particularly in non-English-speaking countries, but coverage of large bibliographic databases is still limited, leading to a large percentage of non-source items. This is an acknowledged challenge for Performance-based Research Funding Systems and also for national evaluation exercises, such as the evaluation of the graduate degree programs performed by CAPES in Brazil. Our assumption is that the evaluation of interdisciplinary research may face similar challenge, particularly when faculty´s disciplinary background is predominantly from the Social Sciences and Humanities. The purpose of this article is to analyse an interdisciplinary research area in Brazil to calculate the percentage of non-source items in its scholarly output, in comparison to the 3 areas in which the majority of its faculty graduated. We extracted 11,000 publications reported by 140 degree programs from the Teaching area -also known as Science Education, and found 77.5% of non-source titles. We also analysed another 50,000 publications from the Education, Astronomy/Physics and Chemistry areas. Comparison showed that the Teaching Area had a similar publication pattern to the Education Area, and typical of the Humanities, which is the predominant Major Area of its faculty graduation. Our conclusion is that faculty disciplinary background may influence publication patterns and stakeholders involved in research evaluation should consider using alternative sources of data when assessing the scholarly output of interdisciplinary research, besides the main international bibliographic databases.

中文翻译：

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教师学科背景是否在跨学科研究领域的出版模式中发挥作用？巴西科学教育案例

社会科学和人文学科的研究以各种格式和类型的文件发表。本地期刊与这些领域相关，特别是在非英语国家，但大型书目数据库的覆盖范围仍然有限，导致很大比例的非来源项目。这对于基于绩效的研究资助系统和国家评估活动来说都是公认的挑战，例如对 CAPES 在巴西进行的研究生学位课程的评估。我们的假设是跨学科研究的评估可能面临类似的挑战，特别是当教师的学科背景主要来自社会科学和人文学科时。本文的目的是分析巴西的一个跨学科研究领域，以计算其学术产出中非来源项目的百分比，与大多数教师毕业的 3 个领域相比。我们从教学领域（也称为科学教育）中提取了 140 个学位课程报告的 11,000 篇出版物，并找到了 77.5% 的非来源标题。我们还分析了来自教育、天文学/物理和化学领域的另外 50,000 篇出版物。比较表明，教学区的出版模式与教育区相似，具有典型的人文学科，是其教师毕业的主要专业领域。