"good Teacher" Was Born

Socialization of teachers is a process every teacher need and must experience. Therefore, research on teachers' socialization ought to be an indispensable part of research on teachers.Although for different teachers, the style, process and outcome are different, the importance of their socialization is self-evident, because only in the process of socialization can teachers gradually acquire value standards and ways of conduct consistent with the demands of the society and at the same time make adjustment with the development of the society. In a certain sense, the process of teachers' socialization is the process of becoming a "good teacher" a certain society or age expects. In this process, teachers establish their understanding of a "good teacher", form concepts in accordance with their circumstances, and practice the behavior the society expects. On the other hand, through this process, teachers influence the society and impel the society to make gradual or revolutionary changes.This thesis discusses the interaction between the society and teachers in their process of becoming a "good teacher".In order to make a more explicit and detailed presentation of their interaction, the thesis selects three representative teachers as the subjects. Through observing and describing their behavior and their thinking behind it, the paper displays the complexity, particularity, inevitability and fortuity of the emergence of a "good teacher".This thesis makes a systematic elaboration on the forms of address and standards of a "good teacher", analyzes the different motivations of becoming a "good teacher" of different teachers and presents the complexity and particularity of the emergence of a "good teacher" in different schools. It is concluded that the moral standards of a "good teacher" have been less strict, sometimes they are even diversified; it is a necessary choice for almost every teacher to be a "good teacher" consistent with the standards set by respective schools or the society; and the emergence of a "good teacher" depends not only on teachers themselves, such as their talent, characteristics and subjective initiative, but also on the school environments like its physical conditions, the state of students and their parents, schools administrators' opinions and the comparative status of the school among the school groups. It also depends on the social background the teacher is in, such as the employment rate of labor, and the expectations of the society towards the teacher.