Changing Teacher Educator Cognition within a Collaborative Teacher Education Programme for CLIL: A Case Study in China
Saved in:
| Title: | Changing Teacher Educator Cognition within a Collaborative Teacher Education Programme for CLIL: A Case Study in China |
|---|---|
| Language: | English |
| Authors: | Yan Zhu (ORCID |
| Source: | Language Teaching Research. 2026 30(5):2321-2343. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Content and Language Integrated Learning, Foreign Countries, Elementary Education, Cognitive Processes, Teacher Attitudes, Faculty Development, Teacher Education Programs, Educational Cooperation, Teacher Educators |
| Geographic Terms: | China |
| DOI: | 10.1177/13621688231179513 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | This study reports on a six-month collaborative teacher education programme designed to support the implementation of Content and Language Integrated Learning (CLIL) in the Chinese primary education context. 'Activity theory' was used as an analytical framework to investigate the changes in cognition regarding CLIL experienced by two teacher educators -- one at district level and the other at school level -- and the factors that contributed to shifts in their cognition. Thematic analysis was conducted on data consisting of semi-structured interviews, field notes, a reflective report, and project meeting minutes. Results indicate that for both teacher educators, the programme functioned as an activity system that facilitated the emergence of advanced cognition of CLIL over the six months of the project, and did so along two distinct trajectories, one focusing on pedagogical applications of CLIL tenets and the other centring on implementing CLIL as an educational policy. The results also show how the collaborative nature of the teacher education programme fostered the expression of diverse views as well as shared motives through frequent interaction and co-construction of knowledge. As such, it offers a viable alternative to more traditional top-down approaches that are used to foster the professional development of teacher educators. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508300 |
| Database: | ERIC |
| Abstract: | This study reports on a six-month collaborative teacher education programme designed to support the implementation of Content and Language Integrated Learning (CLIL) in the Chinese primary education context. 'Activity theory' was used as an analytical framework to investigate the changes in cognition regarding CLIL experienced by two teacher educators -- one at district level and the other at school level -- and the factors that contributed to shifts in their cognition. Thematic analysis was conducted on data consisting of semi-structured interviews, field notes, a reflective report, and project meeting minutes. Results indicate that for both teacher educators, the programme functioned as an activity system that facilitated the emergence of advanced cognition of CLIL over the six months of the project, and did so along two distinct trajectories, one focusing on pedagogical applications of CLIL tenets and the other centring on implementing CLIL as an educational policy. The results also show how the collaborative nature of the teacher education programme fostered the expression of diverse views as well as shared motives through frequent interaction and co-construction of knowledge. As such, it offers a viable alternative to more traditional top-down approaches that are used to foster the professional development of teacher educators. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231179513 |
