Study On Teacher's Professional Identity In Context Of Curriculum Reform

Curriculum reform and teacher's professional development has been discussed numerous times in recent years, however, the topics of most related references are formulated by exploring the meanings, aims, standards, and measures of teacher's professional development, with less attention on teacher's constructions of professional identity which occur during the cause of curriculum reform.Based on teacher's professional life and experience, this article aims to study teacher's professional identity. It argues, by discovering the fact that the teachers often constructing their identity through conducting curriculum and instruction researches, that teacher's professional development is really influenced by curriculum reform.Whereas the teachers will not accept professional ideas highlighted by curriculum reform in a passive way, they still construct identity based on their own experience and understanding. Thus the reactions to the curriculum reform are quite different, which cause different types of professional identity. In this article, two types will be opened out: The first type is that teachers who care about curriculum construct their identity with their own expectation and the understanding of the ideas with which they confront. The other type is produced by the teacher who wants to make good performance both in the college entrance examination and in the curriculum reform, which in the end shows us a successful construction of double professional identities.These two types illuminate the complexity of teacher's professional identity, and the multi-understanding and colorful creativity of the teachers who take a positive reaction toward curriculum reform. Accordingly, the author would like to call more attention should be pained on the study of teacher's professional identity, which will not only deepen available teacher's professional development researches, but also make for establishing curriculum reform policies, and improve the cooperation relationship between university curriculum researchers and teachers who work at primary and middle schools.