Teacher identity reconstruction plays a key role in the successful implementation of educational reforms in the field of second and foreign language teaching. Most of the previous studies have explored this process on the tertiary level and with beginning teachers via the implementation of new teaching approaches, media, and content. However, few…

This study attempts to explore the links between research, policy and practice. Specifically, it investigated how teachers enact a national policy on the implementation of formative assessment practices and explored what affects their capacity and will to carry out educational reform. Using a case study approach, formative assessment-related…

The ways in which teachers perceive, interpret, and respond to curriculum reforms can make or break any potential for innovation in their curriculum implementation journey. This study explored the perceptions, interpretations, and actions of teachers at Nazarbayev Intellectual Schools with regard to implementing a recently embedded course plan for…

Vietnam's Ministry of Education and Training issued a new general education curriculum and Getting-to-know-English for Grades 1 and 2. Teachers are crucial to implementing Getting-to-know-English for Grades 1 and 2. However, teacher agency has been understudied, despite recent studies in Vietnam. These studies examined teacher agency in executing…

In response to recent reforms to English language education in secondary schools in Iran, this study investigated how a small collaborative professional learning community prompted shifts in teachers' practices. The study relied on Engeström's professional learning intervention to examine the practices of three junior high school teachers. Through…

There has been a revolutionary new paradigm shift in assessment of learning in Indonesia, from a traditional model to a more authentic approach adopted in the current curriculum. Its implementation seems to be a considerable challenge for teachers, including teachers of English. This article reports on a study of Indonesian EFL teachers'…

This paper aims to explore teachers' perceptions on the implementation of English teaching strategies in the current curriculum change. The key question is that what are the teachers' perceptions of English teaching strategies in the current curriculum change? This study was conducted in one of the Indonesian provinces with the participants of 102…

The study examines the use of feedforward-based collaborative assessment (FbCA) for students majoring in foreign languages at a tertiary institution in Vietnam. A mixed-method research approach was utilized to collect both quantitative and qualitative data from 306 English major students and eight teachers. Research instruments such as…

The rise of English as a Medium of Instruction (EMI) threatens to upend traditional teaching and learning practices. Writing, speaking, and communication instruction will all need to evolve. This article presents a case study of one institution's efforts to design and implement a communication curriculum responsive to the unique demands of the EMI…

Teachers receive increasing attention as change agents within education reform policy discourses positioning their professionalism, identity, and agency as critical to implementation of reforms. However, identities either claimed by teachers or assigned by reform policies involve serious (re)negotiations on the part of teachers as they make…

This study critically examines the K-12 curriculum reform in the Philippines and suggests ways on how it can move forward. Specifically, three recent curriculum guides (i.e., science, mathematics, and English) were analysed to determine how they fit with the Education 4.0 milieu. Using a curriculum analysis matrix, the findings indicate that these…

In 2007, some curricular changes of teacher training system were initiated in Mozambique with teacher training course model 10+1. The changes included the teaching of English together with other new subjects that required the training of teachers capable of implementing them to meet the needs of primary education curriculum. In order to examine…

Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in their teaching and learning in their English First Additional Language (EFAL) class. Objectives:…

Since Singapore became an independent republic, careful language-in-education planning that caters to the economic, social, and political development of the country has never been abated. A notable case in point is the constant reviews and reforms of the curriculum of Chinese language (CL), a school subject required of ethnic Chinese children, to…

Reported in this paper is an ethnographic study in a Beijing senior high school that aims to examine the pedagogical lived experiences of Chinese EFL teachers against the backdrop of the nation's mandated curriculum change. The lived experiences of teachers gleaned from this study speak to the complexity and difficulty of pedagogical change at the…