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Knowledge Mapping of the Rural Teacher Development Policy in China: A Bibliometric Analysis on Web of Science

Author

Listed:
  • Jian Li

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing100875, China)

  • Eryong Xue

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing100875, China)

  • Jing Cao

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing100875, China)

  • Yunshu He

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing100875, China)

  • Yuwei Wu

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing100875, China)

  • Huijie Hou

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing100875, China)

Abstract

The rural teacher development policy plays a key role in cultivating high-quality and sufficient rural teachers in China. This study aims to apply a bibliometric analysis to explore the rural teacher development policy in China’s current education system. The advanced retrieval function of Web of Science (WoS) is used for the literature data, the core collection of Web of Science is selected for the database, and the time span of literature retrieval is consistent with the selected literature. We apply Citespace to analyze the spatial dimension, research paradigm and research method, research theme, research hotspots and co-occurrence of keywords, the evolution process of research hotspots and content of rural teacher development policy in China. It is found that with the deepening of the reform and development of rural elementary education, scholars not only pay attention to the exploration of the deep mechanism of rural teacher policy, but also to data-oriented diversified empirical research.

Suggested Citation

  • Jian Li & Eryong Xue & Jing Cao & Yunshu He & Yuwei Wu & Huijie Hou, 2023. "Knowledge Mapping of the Rural Teacher Development Policy in China: A Bibliometric Analysis on Web of Science," Sustainability, MDPI, vol. 15(9), pages 1-16, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:9:p:7057-:d:1130598
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    References listed on IDEAS

    as
    1. Hongyan Liu & Chengfang Liu & Fang Chang & Prashant Loyalka, 2016. "Implementation of Teacher Training in China and Its Policy Implications," China & World Economy, Institute of World Economics and Politics, Chinese Academy of Social Sciences, vol. 24(3), pages 86-104, May.
    2. Siyu Chen & Ran Wang & Tingting Wang & Wenxian Zhou, 2022. "The Impact of Student-Teacher Policy Perception on Employment Intentions in Rural Schools for Educational Sustainable Development Based on Push–Pull Theory: An Empirical Study from China," Sustainability, MDPI, vol. 14(11), pages 1-16, May.
    3. Hu, Bi Ying & Roberts, Sherron Killingsworth, 2013. "A qualitative study of the current transformation to rural village early childhood in China: Retrospect and prospect," International Journal of Educational Development, Elsevier, vol. 33(4), pages 316-324.
    4. Paulo Santiago, 2002. "Teacher Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages," OECD Education Working Papers 1, OECD Publishing.
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