From policy to practice: decoding the evolution of K-12 English teacher training course selection in Zhejiang through topic modelling analysis (2014

Abstract

This article aimed to strengthen training programmes in Zhejiang by aligning them with educational policies to respond to ongoing reforms drawing on Latent Dirichlet allocation (LDA) topic modelling and content analysis. The topic modelling approach uncovers dominant training themes and trends by analysing extensive unstructured training topics from an online training platform in Zhejiang, thus bridging the gap between theoretical research and practical application. This approach offers data-driven insights, supporting dynamic tracking of educational trends in real-time for timely policy and curriculum adjustments. Ultimately, the article argues that real-time data and stakeholder feedback should be integrated to ensure educational policies align closely with actual teachers’ needs. However, due to data limitations, the article acknowledges a challenge in fully utilizing topic modelling and suggests combining it with qualitative analysis to gain a deeper understanding of educational practices. The Incorporation of a topic modelling approach into teacher education research could contribute significantly to training efficiency and policy relevance, fostering an adaptive educational policy environment. © 2024 National Institute of Education, Singapore.

Keywords

Author Keywords

Topic modelling training programs Teacher Education educational policies Latent Dirichlet allocation

Index Keywords

Author Affiliations

Departmentt of English, Zhejiang International Studies University, Hangzhou, Zhejiang, China

National Institute of Education, Singapore City, Singapore

Funding & Acknowledgements

No funding information

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From policy to practice: decoding the evolution of K-12 English teacher training course selection in Zhejiang through topic modelling analysis (2014–2023)

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