Professionalism, Autonomy, and Commitment: Chinese Teachers' Perspectives

• In Event: An Aerial View of Teacher Leadership

Abstract

Teacher professionalism is a shared international interest. Its meaning is socio-politically constructed, culturally embedded, and contextualised in the traditions and norms of societies. This study investigates whether and in what ways these influences affect Chinese teachers sense of professionalism. Teachers spoke of their professionalism not in relation to their content or technical knowledge, or autonomy, but in terms of their strong moral commitment, regardless of the challenges of circumstance or experience.Commitment seemed to be central to their sense of professionalism. The findings suggest, that the challenges of sustaining professionalism in China are more concerned with commitment than autonomy, and that, autonomy as commitment is a core component of Chinese teachers’ understandings and enactment of professionalism.

Authors

• Christopher W. Day, University of Nottingham

• Qiong Li, Beijing Normal University

• Yan Bi, Tiangong University

• Faye Ho, Peking University

• Alyson Simpson, The University of Sydney