The development of research literacy among early career teachers in China: An exploratory study

In the context of ongoing reforms in basic education, research literacy (RL) has become a critical skill for teachers and is essential to their professional development. This study explores RL development among early career teachers (ECTs) in China and identifies factors that influence this process. Data were collected through questionnaires and semi-structured interviews. Findings suggest that ECTs generally demonstrate high levels of RL, with those from non-teacher education (NTE) backgrounds exhibiting greater research confidence than their counterparts from teacher education (TE) backgrounds. However, ECTs have limited opportunities to engage in research reading and research activities, despite expressing a strong willingness to participate more actively. Key factors influencing RL development among ECTs include self-motivation, peer support, and institutional support. Based on these findings, we provide recommendations to foster RL development among ECTs in the Chinese context.