Research On Teacher Identity In The Context Of Curriculum Reform

Nowadays, with the development of knowledge and economy rapidly, Thesociety puts forward higher requirements for standard and quality of personneltraining and pays more attention to the improving of educational quality and thetraining of students’ comprehensive ability. With the advance of education reform,inconsistence has been brought about between the reformers`ideas and teachers`practical action, the external role expectations and the teachers ’ personal beliefs andexperience, and the teachers identity is facing the reality challenge. The teachersidentity determines the teachers`basic attitude to education and teaching and alsoconfirms themselves as teachers from inner heart and how to become the one theyhave expected in their own teaching and social relationships. This will profoundlyaffect teachers`feelings to themselves, to community and to occupation, Only theteacher`s intrinsic identity has been established, will they have spiritual satisfactionfrom heart and can they feel the happiness and life value which are brought by theoccupation.In order to understand teachers’ identity in the educational reform, This studyadopts in-depth interview method and questionnaire method to investigaterespectively from the recognition of the curriculum reform, management system,recognition occupation, occupation emotion and occupation conduct and commitmentaspects. Preliminary results of the investigation:The concept is difficult to put into the actual teaching though the recognition ofteachers’ curriculum concept is high; Teachers ’ learning behavior is poor and theyare lack of career commitment though their career awareness and career emotion ispositive; There is a lack of social cohesion and atmosphere of trust and cooperationamong teachers; Teachers have turnover intention for the stereotype of themanagement system and there is a negative impact for the traditional concept of theidentity of teachers; The high expectation of outside is teacher’s main source ofpressure.We have found that the formation of the identity of teachers is an ongoing dynamic process by depth interviews with several teachers, It is a developmentprocess of change with identity-do not agree with-the new identity. As the differentsurroundings, different characters, different experiences, teachers have differentrecognition levels of their identity. Overall, teacher identity will be influenced bythree factors. They are individual factor, school factor and social factor. Individualfactor includes motivation of teaching, vocational cognition and vocational emotion,teaching ability and key events etc. School factor includes rules protection, support ofthe leaders, cooperation and trust of their companion, good relationship betweenteachers and students etc. Social factor includes external expectations and evaluationsystem. ect.The research suggests that teacher identity construction be formed from threeaspects in order to improve the teacher’s identity and promote teachers’ professionaldevelopment：Self identity: to enhance self-awareness and become the strangers who returnhome; To enhance their own ability and maintain the ontological security.Social identity: the deconstruction of traditional identity and rational expectation.Community identity: turn from labeling convergence to connotation typedevelopment and establish the campus culture of cooperation and trust.