Education Practice System of BA English Education in China Revisited: Challenge and Reconstruction

Education practice remains pivotal for developing competent teachers globally, yet persistent theory-practice disconnects challenge its effectiveness. Within China’s BA English Education programs, systemic issues in integrating theory, practice, and research impact graduate readiness, prompting this mixed-methods investigation aligned with China’s National Teacher Development Initiative. Analysis of curriculum documents from four representative universities (166–180 credits) and written interviews with 25 novice English teachers revealed significant structural imbalances: practical courses constituted only 3.57% to 10% of total credits, with practice-to-theory credit ratios as low as 0.33 within the core educational modules. Qualitative findings identified three interconnected challenges: outdated curriculum and evaluation systems characterized by rigid content and inconsistent assessment; a theory-practice disintegration stemming from fragmented curricular design; and weakened University-Government-School (U-G-S) collaboration that hinders resource sharing and research synergy. Novice teachers particularly emphasized the need for enhanced practical skill integration and closer curriculum alignment with classroom realities. To address these gaps, we propose a reflection-practice-oriented framework, operationalized through a measurable U-G-S implementation plan. This plan emphasizes multi-stage competency development tasks that integrate theoretical knowledge, practical application, and critical reflection, supported by a closed-loop evaluation system. The proposed reconstruction offers a concrete, evidence-informed pathway to cultivate adaptive English educators, equipping them for contemporary pedagogical demands while advancing national teacher development goals and contributing actionable insights to global educational reform discourses.