Since the 1980s, curriculum innovations have been carried out throughoutChina at various
educational institutions. It is theoretically acceptedthat teachers should play a subjective role …

This chapter outlines and analyses the accounts of three principals in Shanghai as they
introduced teacher development strategies to support curriculum change. The context for …

This chapter examines the professional identity of teachers based on teachers' narrative and
emotional responses to curriculum reforms introduced by the central government in …

Education reform is expected to change teacher's identity is expected to undergo changes,
which in turn may influence various aspects of their professional life. As such, teacher …

This study examines the professional development and transformation of four women
teachers, including one of the authors, in a changing Chinese society. It emphasizes the …

In 2001, the Chinese Ministry of Education (MoE) launched a national basic education
curriculum reform, with the objective of changing the predominant knowledge transmission …

The purpose of this study was to investigate how three Chinese teachers developed their
teacher identities in a reform context. Drawing upon data from a larger social historical study …

The articles in this final 25 jubilee year issue of Teachers and Teaching: Theory and Practice
explore the central themes in learning to become and develop as a professional teacher in a …

This paper views teacher learning as the nourishment of life rather than the mastery of
expertise, and curriculum innovation as the reclaiming of authentic language rather than …

Teacher professional identities (TPIs) need to be considered as crucial to link teachers'
personal experiences with the social and professional changes needed for improved …