Do Teachers Teach All Subjects Equally Well? Insights from Chinese and English Classrooms
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| Title: | Do Teachers Teach All Subjects Equally Well? Insights from Chinese and English Classrooms |
|---|---|
| Language: | English |
| Authors: | Xin Zhang (ORCID |
| Source: | Cambridge Journal of Education. 2026 56(2):203-224. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Language Teachers, Chinese, English (Second Language), Bilingual Teachers, Teaching Styles, Teacher Effectiveness, Classroom Environment, Classroom Techniques, Specialization |
| Geographic Terms: | China |
| DOI: | 10.1080/0305764X.2026.2623456 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | This study examined whether certain dimensions of teaching quality differ between English and Chinese lessons taught by the same teacher, challenging the common assumption that teachers' teaching is consistent regardless of the subject they teach. Using a mixed-methods approach, the study analysed 72 video-recorded classroom observations of 12 elementary school teachers in the subjects of Chinese and English. The quantitative data showed that teachers' teaching quality varied significantly in the themes of Clear Instruction, Activating Teaching and Teaching Strategies across subjects, with higher ratings for Chinese than for English. The qualitative data described how teachers applied different criteria to these themes across the subjects of Chinese and English. The study also discusses the implications of these findings for teacher assessment and professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500717 |
| Database: | ERIC |
| Abstract: | This study examined whether certain dimensions of teaching quality differ between English and Chinese lessons taught by the same teacher, challenging the common assumption that teachers' teaching is consistent regardless of the subject they teach. Using a mixed-methods approach, the study analysed 72 video-recorded classroom observations of 12 elementary school teachers in the subjects of Chinese and English. The quantitative data showed that teachers' teaching quality varied significantly in the themes of Clear Instruction, Activating Teaching and Teaching Strategies across subjects, with higher ratings for Chinese than for English. The qualitative data described how teachers applied different criteria to these themes across the subjects of Chinese and English. The study also discusses the implications of these findings for teacher assessment and professional development. |
|---|---|
| ISSN: | 0305-764X 1469-3577 |
| DOI: | 10.1080/0305764X.2026.2623456 |
