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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 0000-0001-9459-6703), Xinglin Jin (ORCID 0000-0002-5267-9516)
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
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  Data: Do Teachers Teach All Subjects Equally Well? Insights from Chinese and English Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Xin+Zhang%22">Xin Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9459-6703">0000-0001-9459-6703</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xinglin+Jin%22">Xinglin Jin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5267-9516">0000-0002-5267-9516</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cambridge+Journal+of+Education%22"><i>Cambridge Journal of Education</i></searchLink>. 2026 56(2):203-224.
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  Data: 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
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  Data: 22
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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>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Specialization%22">Specialization</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/0305764X.2026.2623456
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  Label: Abstract
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  Data: 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.
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        Value: 10.1080/0305764X.2026.2623456
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      – Text: English
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        PageCount: 22
        StartPage: 203
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Bilingual Teachers
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Specialization
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Do Teachers Teach All Subjects Equally Well? Insights from Chinese and English Classrooms
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            NameFull: Xinglin Jin
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