ABSTRACT
The past decade reveals a global trend of educational reforms (e.g., Doecke, 2004; Hargreaves & Fink, 2000; Kelchtermans, 2005) requiring teachers to play a crucial role in making educational changes. Teachers are expected to teach with evolving learning theories, update current professional literature, integrate practice with research and match changes in societal structure, values and policies (Butler, Lauscher, Jarvis-Selinger & Beckingham, 2004, p. 435). Teachers in China are no exception.
