Initial teacher education in transition
Responding to English language curriculum reform in China
Datos Bibliográficos
| ID | 21494763 |
|---|---|
| Autores | Zheng Chen (0000-0002-7695-1190, University of Warwick), Neil Murray (0000-0002-5372-5529, University of Warwick, autor de correspondencia) |
| Año | 2025 |
| Volumen | 51 |
| Número | 4 |
| Páginas | 666-681 |
| Fecha de publicación | 2025-08-08 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Identificadores de la revista | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2025.2525826 |
| OpenAlex | W4411749364 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 28 |
In 2022, China introduced a new English Language Curriculum, mandating changes to initial teacher education (ITE) programmes. While empirical studies underscore ITE’s crucial role in driving curricular reform, less is known about the factors influencing teacher preparation programme effectiveness in response to curriculum changes.)Our comparative analysis of interviews with seven university-based teacher educators and 10 school mentors from two Chinese ITE programmes reveals multifaceted factors that advance understanding of ITE as an active mediator of curriculum change: the structural alignment between reform principles and institutionalised knowledge hierarchies, where mere administrative compliance might mask frameworks that constrain implementation; the disciplinary composition of teacher education faculty, where qualification extends beyond formal credentials to include deeper alignment with the reform’s pedagogical orientation; curriculum materials as knowledge transformation catalysts across disciplinary boundaries; and university-school partnerships as interpretive communities and epistemological bridges where theoretical expertise integrates with implementation insights to collectively evaluate reform principles and develop context-appropriate adaptations. Implications for teacher education institutions and policymakers are discussed for enhancing ITE effectiveness during curricular transitions
China · Curriculum · English language · Mathematics education · Pedagogy · Political science · Sociology · Chemistry · EFL/ESL Teaching and Learning · Global Educational Reforms and Inequalities · Psychology · Second Language Learning and Teaching
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| Citas por año | 2 |
|---|---|
| Intervalo de citas | 2026 - 2026 (1) |
| Altamente citado | No |