Title: University Teachers’ Identity under the Background of Educational Evaluation Reform: A Case of English-Major Teachers

Abstract: English major of higher education in China has currently witnessed a shift from “extensional” to “intensional” development model. In this context, the paper investigates the recognition of English-major teachers’ identity in domestic colleges and universities. Findings show that, first, in the context of the transformation of English major’ education model, English teachers emphasize the significance of improving the quality of English as a major, constructing the identity of “supporter” in the development of English intensional education model. Second, there is a contradiction between teaching and researching. A majority of English teachers identify themselves as “instructor” instead of “researcher.” Third, by showing the need for self-development, the identity of “learner for self-development” is therefore recognized. Moreover, teachers’ identity is an interactive relationship formed between teachers and the institutional discourse.

Keywords: reform of education evaluation, “intensional” education development, English-major teachers, teachers’ identity, professional development

Authors: Hongqiang Zhu, Associate Professor, College of Foreign Studies, Jinan University, Guangzhou, Guangdong, China; Minyan Wu, College of Foreign Studies, Jinan University, Guangzhou, Guangdong, China.