A Study on the Improvement of Curriculum-Based IPE Teaching Competence of Key Primary School English Teachers from the Perspective of Core Competencies

DOI: https://doi.org/10.62517/jhet.202515350

Author(s)

Yan Li*

Affiliation(s)

Department of International Business, Xinjiang Teacher’s College, Urumqi, Xinjiang, China *Corresponding author

Abstract

This study examines the improvement of curriculum-based ideological and political education (IPE) teaching competence among key primary school English teachers from the perspective of core competencies. Through semi-structured interviews with ten experienced English teachers from ten primary schools in Urumqi, Xinjiang Uygur Autonomous Region, China, the study identifies key patterns in teachers’ conceptual understanding, classroom strategies, implementation challenges, and professional development needs regarding IPE. Findings reveal that while teachers support the integration of moral values into English instruction, their understanding of IPE remains inconsistent, and classroom practices are constrained by limited resources, time pressure, and lack of assessment mechanisms. Nevertheless, teachers demonstrate strong motivation and creativity in embedding values through storytelling, intercultural comparisons, role-play, and project-based learning. The study concludes by advocating for practice-oriented teacher training, subject-specific IPE frameworks, collaborative learning communities, and the integration of digital tools to support the sustainable development of teachers’ IPE competence. These insights contribute to both policy and practice by highlighting the need for grounded, context-sensitive strategies to promote IPE in English language classrooms.

Keywords

Ideological and Political Education (IPE); Primary English Instruction; Core Competencies; Key Primary School English Teachers; Teacher Professional Development

References

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