Education Practice System of BA English Education in China Revisited

Challenge and Reconstruction

Datos Bibliográficos

ID22006276
AutoresGuoping Yang (0009-0003-9109-7265, Jiangsu University of Technology, autor de correspondencia), Haikong Lu (City University of Macau)
Año2025
Volumen15
Número4
Fecha de publicación2025-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440251393448
OpenAlexW7108086449
IdiomaEN
Referencias citadas45

Education practice remains pivotal for developing competent teachers globally, yet persistent theory-practice disconnects challenge its effectiveness. Within China’s BA English Education programs, systemic issues in integrating theory, practice, and research impact graduate readiness, prompting this mixed-methods investigation aligned with China’s National Teacher Development Initiative. Analysis of curriculum documents from four representative universities (166–180 credits) and written interviews with 25 novice English teachers revealed significant structural imbalances: practical courses constituted only 3.57% to 10% of total credits, with practice-to-theory credit ratios as low as 0.33 within the core educational modules. Qualitative findings identified three interconnected challenges: outdated curriculum and evaluation systems characterized by rigid content and inconsistent assessment; a theory-practice disintegration stemming from fragmented curricular design; and weakened University-Government-School (U-G-S) collaboration that hinders resource sharing and research synergy. Novice teachers particularly emphasized the need for enhanced practical skill integration and closer curriculum alignment with classroom realities. To address these gaps, we propose a reflection-practice-oriented framework, operationalized through a measurable U-G-S implementation plan. This plan emphasizes multi-stage competency development tasks that integrate theoretical knowledge, practical application, and critical reflection, supported by a closed-loop evaluation system. The proposed reconstruction offers a concrete, evidence-informed pathway to cultivate adaptive English educators, equipping them for contemporary pedagogical demands while advancing national teacher development goals and contributing actionable insights to global educational reform discourses

China · Curriculum · Curriculum development · Faculty Development · Operationalization · Qualitative research · Teacher education · EFL/ESL Teaching and Learning · Global Educational Policies and Reforms · Teacher Education and Leadership Studies