English teachers’ pedagogical content knowledge in the implementation of learner-centered role-play: a case study of curriculum and policy reforms in China
English Language Curriculum Standards (ELCS) were introduced in September 2001 in China to transition from traditional teaching methods to ones that holistically develop children. This situation has brought recurrent changes in ELCS in China, with the recent publication in 2022. Hence, teachers’ Ped...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2488073 |
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| Summary: | English Language Curriculum Standards (ELCS) were introduced in September 2001 in China to transition from traditional teaching methods to ones that holistically develop children. This situation has brought recurrent changes in ELCS in China, with the recent publication in 2022. Hence, teachers’ Pedagogical Content Knowledge (PCK) aimed at aligning to the new ELCS 2022 needed a revisit. Therefore, the primary purpose of this study was to explore how English teachers teach under recent curriculum changes and how they develop such techniques. Data were collected through classroom video recordings and interview sessions. Shulman’s PCK framework, Chamza’s grounded theory analysis, and Braun and Clarke’s thematic analysis were explored in qualitative data analysis. Findings show commonalities and differences between participants. Participants demonstrated remarkable knowledge of learners from different perspectives, including their diverse abilities. Efficient application of methods of assessments, feedback, and varied teaching stratagems, including comprehensive polychromatic strategy and guided collaborative learning with technology integration in role-play sessions. Their PCK for role-play was found to be influenced chiefly by disciplinary knowledge, professional development programs, and craft of knowledge. |
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| ISSN: | 2331-186X |