Reconstruction of mathematics teacher identity in education reforms in China : a mixed method study

Abstract

Education policies are typically formulated at the upper administrative levels of government, such as education departments and national cabinets, and disseminated to lower institutions, including local governments and schools. Teachers, as implementers of these policies, often have very limited involvement in the policymaking process and simply execute the prescribed requirements. The lack of concern for teacher knowledge has led to a passive attitude toward policy implementation, creating issues in which new educational policies are not fully realized. Therefore, gaining insights into how teachers respond to new education policies and reforms can help to enhance the formulation of more efficient policies. This study seeks to explore the reconstruction of the professional identity of mathematics teachers within the context of education reforms in China. Specifically, it seeks to uncover the perspectives of teachers on the new education policies that necessitate changes in their daily teaching practices. This study employed a teacher identity theory, suggesting that the evolution of teacher identity is affected by the interplay of personal beliefs, social interactions, and the overall cultural context, that shape how teachers perceive their roles in the professional domain and engage in educational practices. To address two key issues related to teacher identity, namely identity reconstruction and the variables impacting teacher identity, this study employed a mixed method methodology. First, a survey of 172 mathematics teachers in Guangdong, China was conducted using a quantitative approach. This was followed by a qualitative dimension, in which 8 mathematics teachers participated in one-on-one interviews. The data analysis encompassed both quantitative techniques and Grounded Theory for qualitative data. The findings presented compelling evidence regarding the multifaceted nature of teacher identity formation, highlighting the significant roles played by both external factors (work environment) and internal factors (professional development) in triggering the reconstruction of teacher identity. Grounded Theory enhanced the credibility of the study, which provided a comprehensive exploration of the underlying mechanisms that reshape teacher identity. The exploration identified four key factors closely associated with teacher identity: societal factors, environmental factors, professional factors, and personal factors. The broader social and cultural context of society influences how teachers perceive their roles as educators, and how that perception impacts their motivation and commitment to their profession. Additionally, the immediate educational environment, including school culture and interactions with colleagues, students, and parents, all play a fundamental role in influencing teacher identity. In particular, this study demonstrated that regular professional development programs are critical and have a significant positive influence on teacher identity. Professional development programs positively impact teacher identity, leading to more proficient and fulfilled teachers. Moreover, the personal factors, such as emotions, attitudes, and perceptions, help to shape how teachers approach their roles in the classroom. In conclusion, this study illustrated the reconstruction of mathematics teachers’ identity in the framework of educational reforms. By investigating the responses of teachers to new policies, this study generated meaningful implications for education stakeholders and provided a foundation for future research to understand the influences on the decisions of teachers to follow new policies.