Professional Development of Kindergarten Teachers in China from 2012 to 2022 —A Bibliometric Analysis

Research Article
Open access

Professional Development of Kindergarten Teachers in China from 2012 to 2022 —A Bibliometric Analysis

Fengqixuan Su 1*
  • 1 University College London    
  • *corresponding author dtnvfs1@ucl.ac.uk
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/12/20230807
LNEP Vol.12
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-049-3
ISBN (Online): 978-1-83558-050-9

Abstract

This present study is based on a sample of 308 research papers on the professional development of kindergarten teachers (PDKT) collected by China National Knowledge Infrastructure (CNKI) from 2012 to 2022. CiteSpace software is used to conduct bibliometric and visualization analysis on the PDKT in China. The research results show that the number of literatures on the PDKT in China presents an uneven overall growth trend. However, the research subjects have not yet formed a close academic team, and the degree of academic consensus in the field is still low. The high-frequency keywords in the research on the PDKT are rural areas, kindergarten-based teaching and research, and narrative research. Case studies, key event studies, novice teacher and teacher learning communities on kindergarten teachers will be the focus of future research. On this basis, the present study makes five recommendations for future research: future research needs to strengthen the cooperation between researchers and institutions; strengthen the research on kindergarten teachers' professional development strategies, evaluation systems and teacher growth path; pay attention to rural areas and novice teachers; increase micro research and empirical research on teachers in education and teaching activities; and unify and deepen the details of future chart analysis using CiteSpace.

Keywords:

professional development of kindergarten teachers, CiteSpace, bibliometric analysis

Su,F. (2023). Professional Development of Kindergarten Teachers in China from 2012 to 2022 —A Bibliometric Analysis. Lecture Notes in Education Psychology and Public Media,12,197-208.
Export citation

References

[1]. Ma, T.J. Research on the Professional Development of Rural Private Kindergarten Teachers in Northern Anhui [D]. Master dissertation. Huaibei: Huaibei Normal University. 2020.

[2]. Yang, Y., and Rao, N. (2021). Teacher Professional Development among Preschool Teachers in Rural China. Journal of Early Childhood Teacher Education, 42(3), 219–244. https://doi.org/10.1080/ 10901027.2020.1726844

[3]. Wan, D., Gu, R., and McLachlan, C. (2020). New Kindergarten Teachers' Career Development Trajectories in China: A problem-solving perspective. Australasian Journal of Early Childhood, 45(3), 228–240. https://doi.org/10.1177/1836939120936008

[4]. Wang, R. Research on Post-service Training of Kindergarten Teachers to Promote Professional Development [D]. Master dissertation. Zhangjiakou: Hebei North University. 2020.

[5]. Guo, L.P., Cao, J., and He, T. (2022). Teacher Training Based on Learning Paths: New Ideas for Kindergarten Teachers' Professional Development. Research on Preschool Education (07), 1-11. doi:10.13861/j.cnki.sece.2022.07.002 .

[6]. Wang, J., Chen, S.C., Wang, L.L., and Yang, X.M. (2016). Analysis of Research Hotspots and Trends of Educational Big Data Based on CiteSpace. Modern Educational Technology (02), 5-13.

[7]. Wang, L.J., Li, L.F., and Dang, A.D. (2017). Problems and Countermeasures in the Current Rural Kindergarten Teacher Training. Preschool Education Research (10), 64-66. doi:10.13861/j.cnki.sece.2017.10.007.

[8]. Hong, X.M. (2020). Challenges and Responses to the Professional Development of Kindergarten Teachers under the Background of "Stopping Classes and Not Stopping Learning". Research on Preschool Education (06), 27-30. doi:10.13861/j.cnki.sece.2020.06.005.

[9]. Shan, M.M. Research on the Promotion of Kindergarten Teachers' Professional Development by Garden-based Teaching and Research [D]. Master dissertation.Baoding: Hebei University. 2020.

[10]. Zhao, R. A. Case Study of Garden-based Teaching and Research to Enhance Kindergarten Teachers' Professional Competence [D]. Master dissertation. Chengdu: Chengdu University. 2021.

[11]. Liu J.H. Research on Institutional Support for the Professional Development of Kindergarten Teachers [D]. PhD dissertation. Wuhan: Central China Normal University. 2018.

[12]. Wang, Y.P. Current Situation Investigation and Countermeasures of Kindergarten Teacher Educational Narrative Research [D]. Master dissertation. Fuzhou: Fujian Normal University. 2018.

Cite this article

Su,F. (2023). Professional Development of Kindergarten Teachers in China from 2012 to 2022 —A Bibliometric Analysis. Lecture Notes in Education Psychology and Public Media,12,197-208.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-049-3(Print) / 978-1-83558-050-9(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.12
ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).

References

[1]. Ma, T.J. Research on the Professional Development of Rural Private Kindergarten Teachers in Northern Anhui [D]. Master dissertation. Huaibei: Huaibei Normal University. 2020.

[2]. Yang, Y., and Rao, N. (2021). Teacher Professional Development among Preschool Teachers in Rural China. Journal of Early Childhood Teacher Education, 42(3), 219–244. https://doi.org/10.1080/ 10901027.2020.1726844

[3]. Wan, D., Gu, R., and McLachlan, C. (2020). New Kindergarten Teachers' Career Development Trajectories in China: A problem-solving perspective. Australasian Journal of Early Childhood, 45(3), 228–240. https://doi.org/10.1177/1836939120936008

[4]. Wang, R. Research on Post-service Training of Kindergarten Teachers to Promote Professional Development [D]. Master dissertation. Zhangjiakou: Hebei North University. 2020.

[5]. Guo, L.P., Cao, J., and He, T. (2022). Teacher Training Based on Learning Paths: New Ideas for Kindergarten Teachers' Professional Development. Research on Preschool Education (07), 1-11. doi:10.13861/j.cnki.sece.2022.07.002 .

[6]. Wang, J., Chen, S.C., Wang, L.L., and Yang, X.M. (2016). Analysis of Research Hotspots and Trends of Educational Big Data Based on CiteSpace. Modern Educational Technology (02), 5-13.

[7]. Wang, L.J., Li, L.F., and Dang, A.D. (2017). Problems and Countermeasures in the Current Rural Kindergarten Teacher Training. Preschool Education Research (10), 64-66. doi:10.13861/j.cnki.sece.2017.10.007.

[8]. Hong, X.M. (2020). Challenges and Responses to the Professional Development of Kindergarten Teachers under the Background of "Stopping Classes and Not Stopping Learning". Research on Preschool Education (06), 27-30. doi:10.13861/j.cnki.sece.2020.06.005.

[9]. Shan, M.M. Research on the Promotion of Kindergarten Teachers' Professional Development by Garden-based Teaching and Research [D]. Master dissertation.Baoding: Hebei University. 2020.

[10]. Zhao, R. A. Case Study of Garden-based Teaching and Research to Enhance Kindergarten Teachers' Professional Competence [D]. Master dissertation. Chengdu: Chengdu University. 2021.

[11]. Liu J.H. Research on Institutional Support for the Professional Development of Kindergarten Teachers [D]. PhD dissertation. Wuhan: Central China Normal University. 2018.

[12]. Wang, Y.P. Current Situation Investigation and Countermeasures of Kindergarten Teacher Educational Narrative Research [D]. Master dissertation. Fuzhou: Fujian Normal University. 2018.

For authors
Guide for authors Policies for authors Aims and scope Subscription Open access policy
For editors
Policies for editors Editorial board
For reviewers
Policies for reviewers Privacy policy

Cookies are used by this site.
Copyright © 2024 EWA Publishing, its licensors, and contributors. All rights reserved, including text and data mining, AI training, and similar technologies.