Author(s)

Bing Zou¹, Meng Yan^2*

¹Wuhan Jinyinhu Senior High School, Wuhan, China.
²Zhongnan University of Economics and Law, Wuhan, China.

This longitudinal study investigates the evolving pedagogical performance of 50 prize-winning teachers from China’s SFLEP-Cup National Foreign Language Teaching Contests over the past decade through the Technological, Methodological and Content Knowledge framework (TMACK). Through systematic analysis of competition guidelines, instructional videos, and post-competition reflections, three critical advancements emerge. First, technological integration demonstrates marked progression, with recent winners applying advanced digital tools and an enhanced general digital literacy among contestants. Second, methodological shifts reveal a paradigmatic transition from teacher-centered instruction to interactive pedagogies fostering learner agency. Third, content knowledge displays intentional localization, with more Chinese cultural elements included in many of the textual materials, reflecting strategic cultural subjectivity cultivation. The study establishes TMACK as a dynamic, context-sensitive construct and these findings empirically validate the contest’s role as a catalyst for pedagogical innovation and offer a developmental roadmap for pre-service teacher training programs.

TMACK, Teaching Competition, Teacher Knowledge, Longitudinal Study

Zou, B. and Yan, M. (2025) Prize-Winners’ TMACK Performance—A Longitudinal Study of SFLEP Cup National Foreign Language Teaching Contests. Open Journal of Social Sciences, 13, 287-308. doi: 10.4236/jss.2025.137017.