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Changing Teacher Educator Cognition within a Collaborative Teacher Education Programme for CLIL: A Case Study in China

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Title: Changing Teacher Educator Cognition within a Collaborative Teacher Education Programme for CLIL: A Case Study in China
Language: English
Authors: Yan Zhu (ORCID 0000-0003-1203-7356), Yue Liu, Nana Yang, Jonathan Newton (ORCID 0000-0001-7264-6829)
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
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  Data: Changing Teacher Educator Cognition within a Collaborative Teacher Education Programme for CLIL: A Case Study in China
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  Data: <searchLink fieldCode="AR" term="%22Yan+Zhu%22">Yan Zhu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1203-7356">0000-0003-1203-7356</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yue+Liu%22">Yue Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Nana+Yang%22">Nana Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Jonathan+Newton%22">Jonathan Newton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7264-6829">0000-0001-7264-6829</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2321-2343.
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  Data: 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
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  Data: Y
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  Data: 23
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Content+and+Language+Integrated+Learning%22">Content and Language Integrated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/13621688231179513
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.1177/13621688231179513
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary Education
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      – SubjectFull: Faculty Development
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teacher Educators
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      – SubjectFull: China
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