ABSTRACT
This chapter examines the professional identity of teachers based on teachers' narrative and emotional responses to curriculum reforms introduced by the central government in Mainland China. Furthermore, it discusses factors that influenced and shaped teachers' professional identity realized in their interactions with others and within the educational context when reforms were implemented in their school. Connelly and Clandinin suggests that the identities of teachers might vary owing to changes in the educational landscape. Based on this view, the current study discusses the professional identities and emotions of primary school teachers approximately 10 years after the introduction of Chinese curriculum reform. As a country influenced by Confucianism, the educational system in China is highly stable and hierarchical. Establishing an appropriate position in the system is crucial, and gaining acceptance or compliments from school managers and peers plays a key role in the process of constructing professional identity.
