Year: 2025
Type: article
Abstract: Chinese education has undergone dramatic transformations in recent years. With the implementation of new educational technologies and reforms in curriculum and evaluation systems, Chinese non-core subject teachers face both challenges and opportunities. This qualitative study employs Interpretative Phenomenological Analysis (IPA) to explore how these teachers make sense of educational changes. The findings reveal that shifts in teaching practices have significantly impacted the formation of non-core subject teachers professional self-identity and also the development of their teaching self-efficacy.
Author: Xiongfei She
Institution: Woosong University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4407230718