Telling Stories: Understanding Teachers’ Identity in a Context of Curriculum Innovation

  • Ying Dan-Jun Issa
  • Huang Ai-Feng
  • Zheng Zhi-Lian
Part of the CERC Studies in Comparative Education book series (CERC, volume 26)

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.

Keywords

Teaching Practice Professional Identity Professional Learning Narrative Inquiry Teacher Identity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Comparative Education Research Centre 2010

Authors and Affiliations

  • Ying Dan-Jun Issa
    • 1
  • Huang Ai-Feng
    • 2
  • Zheng Zhi-Lian
    • 3
  1. 1.Faculty of Education, The University of Hong KongHong KongChina
  2. 2.Zhejiang Normal UniversityJinhuaChina
  3. 3.College of Foreign Languages, Zhejiang Normal UniversityJinhuaChina

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