Exploring teachers’ enactment of PE core competency curriculum policy in China: Insights from policy roles and sense-making

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Ethics in Motion: Identity, Reflexivity, and Teacher Praxis

Abstract

This paper explores how novice physical education (PE) teachers enact core competency curriculum reform in China from the perspectives of policy roles and sense-making. Specifically, this study explores how a multitude of personal, institutional, and contextual factors collectively mediate PE teachers’ enactment of policies. Through multiple sources of data collection and analysis, this research revealed that the majority of the teachers in this study illustrated the combinations of assimilation and accommodation or accommodation and toleration. The novice teachers in this study played various policy roles amid the nation-wide policy implementation. Implications for facilitating PE teachers’ enactment of PE core competency curriculum policy in China and beyond are discussed.

Author

• Gang Zhu, East China Normal University