Abstract
Since the 1980s, curriculum innovations have been carried out throughoutChina at various educational institutions. It is theoretically acceptedthat teachers should play a subjective role in the construction of curricula.However, in practice, teachers are still predominantly confined to playing information transmission roles. China’s education policy makers arecalling on teachers to change, but teachers have found that the pressure of nationwide standardised examinations, and over-attention to certificatesand promotions, are impeding any possibility of real change. Manyteachers in China have experienced a separation of identities, because they find themselves unable to make direct decisions related to teachingand learning. This separation is a result of the teacher’s desire to fulfillexpectations from various quarters (such as students, their parents, theircolleagues, the school and society), and the deep-rooted beliefs they haveheld as educators. Even teachers who have been involved in curriculuminnovation for years can find themselves suffering as a result of thisseparation of identities.
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Issa, Y.DJ., Ai-Feng, H., Zhi-Lian, Z. (2010). Telling Stories: Understanding Teachers’ Identity in a Context of Curriculum Innovation. In: Kwo, O. (eds) Teachers as Learners. CERC Studies in Comparative Education, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9676-0_3
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