There exists a gap between the theoretical knowledge and training received by teachers and the real-world requirement of schools. Consequently, most teachers find it difficult to balance their emotions, aspirations, and the demands of their professional role. A recent study explores how a holistic approach to teacher education, integrating modified version of Korthagen's onion model and Chinese cultural resources, bridged the gap between theory, practice, and person.
A new study led by Professor Xiangming Chen from Peking University, China, offers a groundbreaking perspective on how Chinese teachers can overcome longstanding divides between educational theory, classroom practice, and their own personal well-being. Made available online on February 9, 2026 and published on March 1, 2026 in Volume 9, Issue 1 of the ECNU Review of Education , the research introduces a holistic model of teacher learning that leverages traditional Chinese principles to foster deeper professional growth.
The study centers on the concept of “core reflection” —a guided, multi-layered reflective process that helps teachers align their actions, beliefs, identities, and mission. By integrating Western reflective frameworks with Chinese cultural resources such as the Doctrine of the Mean and practical reasoning , the approach enables teachers to reconcile external pressures with their inner values, leading to more sustainable and humane teaching practices.
The paper narrates a compelling case study of Mrs. Liu, an award-winning Chinese elementary school “class teacher” who struggled with a challenging student under the pressure of being an “exemplary” educator. Through guided core reflection, she moved from external attribution, self-blame to a more balanced, ecologically-aware perspective. She eventually reframed her narrative by embracing a more compassionate approach to treating the student and her daily teaching.
In an era of high-stake testing, teacher burnout, and often decontextualized professional development, this study offers a timely alternative: a relationally grounded and culturally responsive model of teacher learning that honors both personal and professional dimensions. The approach has implications not only for China, but for teacher education systems worldwide that seek to foster resilient, reflective, and ethically engaged educators. “ This isn’t just about improving techniques ,” notes Professor Chen. “ It’s about re-humanizing teacher development—connecting the head, the heart, and the hand in the daily work of teaching .”
ECNU Review of Education
Case study
People
Theorizing Teacher Learning With Chinese Charactistics: Teachers’ Holistic Learning in Core Reflection to Link Practice, Theory, and Person
1-Mar-2026
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.