Preparedness of Novice English Language Teachers in Zhejiang Province, China

Abstract

This qualitative study investigates the preparedness of first-year general education teachers in Zhejiang Province, China, to instruct English Language Learners (ELLs) by exploring their cognitive, emotional, sociocultural, and pedagogical dimensions. Using interviews and observations, data from novice English Language teachers will be analyzed through thematic analysis. The findings will offer valuable insights into their perceptions and preparedness in teaching ELLs, enabling the development of targeted support and training programs to enhance their effectiveness. This research contributes to understanding teacher preparedness for ELL instruction, benefiting teacher education and professional development initiatives.