Teacher Professional Development under China’s Double Reduction Policy: A Systematic Review with a Framework-Informed Thematic Refinement
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This study examines how China’s Double Reduction Policy (DRP) shapes teacher professional development (TPD) in schools. Following PRISMA, we searched ERIC, PsycINFO, Web of Science, and CNKI (July 2021–February 2024); 62 records were screened and 28 studies were included. Using Kemal’s four domains (personal, contextual, external, resource) as an analytic scaffold, we conducted a framework-informed thematic refinement. The synthesis identifies recurrent DRP-salient themes: empowerment (most frequently reported across the corpus), teacher well-being, competitiveness, and teacher development approaches and evaluation; additional but less frequent themes include explicit policy directions, holistic collaboration, and supervision. Together, these indicate that empowering teachers and aligning development/evaluation with DRP aims are central levers for sustained TPD, alongside protecting well-being and coordinating actors across levels. Practical implications include protecting weekly PD time, aligning evaluation rubrics with DRP goals, granting middle leaders decision rights/micro-grants, and monitoring administrative load to prevent burden shifts.
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