published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

published_or_final_version / Language Studies / Master / Master of Arts

Finally, case studies of the thesis revealed that teachers constructed their professional identity around the focus, main contradictions and human relations in their work. In the context of reform for Quality Education, the construction of teacher professional identity referred to different levels of relationships and expectations as well as to personal factors. Such construction embodied the complex interactions and competitions among the state, the market, the school, as well as personal factors. The tensions between structure and agency were illustrated by characteristics that marked different stages, dynamics and varieties in the construction process of teacher professional identity. / First, in the macro-context of policy, teachers realized their key role in implementing Quality Education and took on an "adaptive" attitude toward reform. With regard to responsibility and commitment, teachers felt that rigidity in their work decreased. However, they found it difficult to put new ideas into practice, mainly due to their concern over high-stake examination results. Accordingly, there were two opposing trends of change in teacher professional identity. The first trend involved changes from "Sparta coach", "parts maker" to "normal teacher". The second trend was attributed to the pressure of examinations which compelled teachers to follow their requirements. Consequently, teachers changed from "angel" to "birdman" and "teaching craftsman". Limitations notwithstanding, some teachers tried to remain persons who "influence and enhance" education. / Identity is a valuable concept for guiding the analysis of theoretical and practical issues in education. Professional identity is closely related to teachers' professional practice. Therefore, from the perspective of teacher professional identity, this study aims to explore teachers' professional lives and their development in the context of reform for Quality Education. Its central concern is how teachers construct or reconstruct their professional identity in response to reform. Based on in-depth interviews with 29 teachers in 5 schools, the main observations and findings are explicated in the following paragraphs. / In concert with the global wave of educational reform, basic education in the Chinese Mainland has undergone comprehensive changes in paradigms and practices since 1985. The emphasis of reform has been on Quality Education. Teachers played a key role in the reform endeavors, and teacher professional development became an important topic in policy discourse and theoretical research. In educational transformation, what are the conditions in the life of front-line teachers? What are their personal experiences and feelings? / In the context of reform for Quality Education, tensions between educational quality and examination results penetrated every aspect of teachers' work. They also effected changes in their work and professional roles. Although teachers demonstrated different aspects of professional identity, academic subject identity stood out as the most significant identity. The status and characteristics of academic subjects affected teachers' understanding of and their reaction to Quality Education. They also affected the ways teachers dealt with their students and viewed their place in school. Academic subject identity, therefore, has affected teachers' individual autonomy as well as the extent to which they conformed to external systems. / Key words: Chinese Mainland; Quality Education; educational reform; identity; teacher professional identity; teacher professional development / Second, in the meso-context of school, teachers generally understood the structural influence of schooling, including its intrinsic norms and values on their work and sense of self. The promotion rates to schools on a higher level, and a school's tradition and management style determined how teachers viewed and responded to the reform for Quality Education. Tensions between the external system world and the internal life-world of a school emerged. How these tensions were played out depended on the school's autonomy relative to external evaluation by the authorities and the public. This in tum brought different meanings to teachers' work, which caused teacher professional identity and its construction to be perceived either positively or negatively. / Student influence teachers' internal experience (sense of satisfaction and failure) by means of discipline and examination results, recognition and evaluation (love and contempt), which further caused changes in teachers' attitudes toward work and their behavior, i.e., their commitment to work. Several teacher identities emerged in their meeting student expectations and dealing with student behavior and attitudes: "learner"; "responsible person"; "friend" and "educator". / Third, the context of teachers' core work, which was critical to the construction of teacher professional identity, was composed of academic subjects and students. In the context of academic subjects, the reform for Quality Education had various kinds of impact on academic subjects which possessed different status and characteristics. Teachers' perception of and response to reform were grounded in the subjects that they taught. Status and characteristics of academic subjects determined the change that took place in teacher behavior, their professional understanding and experience. In general, teachers positioned themselves as "subject teachers". Moreover, subject department was the organizational form of subjects within schools. Cooperation or competition among teachers depended on the importance that the schools attached to examination results. As a major form of collegial interaction and learning, collective lesson preparation was perceived as a useful way of meeting the needs of classroom teaching and the improvement of teaching efficiency in order to obtain better examination results. In this, teacher professional identity was based on a practical rationality. Collective lesson preparation embodied a series of tensions, such as individualism and cooperation, voluntariness and compulsion, and requirements from the top and the teachers' own professional autonomy. / 王夫艳. / Adviser: Nai-kwai Leslie Lo. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 293-310). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Wang Fuyan.

稿本(據電腦打印本複印) / Thesis (M.A.)--香港中文大學. / Gao ben (ju dian nao da yin ben fu yin) / Includes bibliographical references (leaves 53-61) / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章： --- 引言 / Chapter 第一節 --- 問題的背景 --- p.1 / Chapter 第二節 --- 研究目的 --- p.3 / Chapter 第三節 --- 研究的意義 --- p.4 / Chapter 第二章： --- 文獻探討 / Chapter 第一節 --- 有關組織投入的各派學說 --- p.5 / Chapter 第二節 --- 影響組織投入的因素 --- p.7 / Chapter 第三節 --- 教師的組織投入對其出席行為的影響 --- p.8 / Chapter 第四節 --- 教師的組織投入對準時到校及自願留校的影響 --- p.10 / Chapter 第五節 --- 教師的組織投入對其留任意願及留任行為的影響 --- p.11 / Chapter 第六節 --- 教師的工作滿足感及組織投入 --- p.13 / Chapter 第三章： --- 研究方法 / Chapter 第一節 --- 假設與定義 --- p.14 / Chapter 第二節 --- 研究工具 --- p.17 / Chapter 第三節 --- 取樣、資料捜集及分析 --- p.19 / Chapter 第四節 --- 研究的限制 --- p.20 / Chapter 第四章： --- 研究結果分析 / Chapter 第一節 --- 辦學園體的背景及屬下中學資料 --- p.21 / Chapter 第二節 --- 教師的背景 --- p.28 / Chapter 第三節 --- 教師對學校及工作的態度 --- p.36 / Chapter 第四節 --- 教師的行為和意向 --- p.40 / Chapter 第五節 --- 各统計假設的檢驗 --- p.43 / Chapter 第五章： --- 討論、總結及建議 / Chapter 第一節 --- 討論 --- p.45 / Chapter 第二節 --- 總結 --- p.48 / Chapter 第三節 --- 建議 --- p.51 / 參考書目錄 / Chapter 一. --- 中文參考書目 --- p.53 / Chapter 二. --- 英文參考書目 --- p.54 / 附錄 / Chapter 一. --- 中學教師對學校的觀感及工作意向問卷 --- p.62 / Chapter 甲部： --- 教師個人資料 / Chapter 乙部： --- 教師對學校的觀感及工意向 / Chapter 二. --- 硏究生致各位回答問卷教師函件 --- p.65 / Chapter 三. --- 訪問校長問卷 --- p.66 / Chapter 四. --- 教職申請表 --- p.67 / Chapter 五. --- 遴選教師評分表 --- p.69 / Chapter 六. --- 出席離校紀錄簽到表 --- p.70 / Chapter 七. --- 教師評核表（初稿） --- p.71 / Chapter 八. --- 教師升级申請辦法 --- p.73 / 撮要 / 英譯本 --- p.74