2016．第44卷第2期（Vol. 44 No. 2）．pp. 165–182
Teacher Professional Identity in the High School Curriculum Reform
This case study aimed to explore the conflict between the expectations of teacher professionalism from society and teacher professional identities in order to reconsider the issue of the curriculum reform. The result indicated that: (1) teacher professional identity is the core of teacher professionalism, which is constantly being shaped and reshaped through negotiating with the public expectations of teacher professionalism and the system of the curriculum reform; (2) the process of shaping teacher professional identity is based on the self-defined teacher professionalism as a key of the transformation in curriculum design and teaching practice. Overall, the government should support the bottom-up curriculum reform for achieving the educational goals.
Keywords: teacher professional identity; curriculum reform; high school; upper secondary education