Trends in Kindergarten Teachers’ Professional Development Research: A Comparative Bibliometric Analysis of China and Global Contexts (2015–2025)

Abstract

Kindergarten teachers play a critical role in enhancing early childhood education（ECE）, as their professional competence impacts children’s learning, educational equity and classroom quality. Despite the increasing academic focus on the professional development of kindergarten teachers, systematic comparative studies across China and other international context remain limited. This study presents a comparative bibliometric analysis of Kindergarten Teachers’ Professional Development (KTPD) research in China and global contexts from 2015 to 2025, using the Web of Science (WoS) Core Collection and CiteSpace. A systematic search identified 94 peer-reviewed publications from China and 712 from global context, with the terms: (“kindergarten teacher*” OR “preschool teacher*” OR “early childhood teacher*” OR “early childhood educator*”) AND (“professional development” OR “professional learning” OR “continuing professional development” OR “professional growth” OR “in-service training”). Analyses of publication trends, keyword co-occurrences, thematic clusters, and temporal evolution revealed research hotspots. Chinese studies focus on mechanisms, teacher beliefs, classroom interaction, and digital competencies, whereas international studies emphasize evidence-based interventions, instructional coaching, child outcomes, and technology integration. Both contexts highlight teacher well-being and sustainable professional growth. The results call for it to be necessary to transform the framework of professional development and advocate inclusive, collaborative, and long-term strategies to cultivate a high-quality and stable teacher workforce.