The Sense Making Process of Non-core Subject Teachers in Educational Changes in China

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.