| Abstract This Paper discusses the interaction between the society and teachers in their process of becoming a “good teacher”. In order to make a more explicit and detailed presentation of their interaction, the research selects three representative teachers as the subjects. Through observing and describing their behavior and their thinking behind it, the paper displays the complexity, particularity, inevitability and fortuity of the emergence of a “good teacher”. This research makes a systematic elaboration on the forms of address and standards of a “good teacher”, analyzes the different motivations of becoming a “good teacher” of different teachers and presents the complexity and particularity of the emergence of a “good teacher” in different schools. It is concluded that the moral standards of a “good teacher” have been less strict, sometimes they are even diversified; it is a necessary choice for almost every teacher to be a “good teacher” consistent with the standards set by respective schools or the society; and the emergence of a “good teacher” depends not only on teachers themselves, such as their talent, characteristics and subjective initiative, but also on the school environments like its physical conditions, the state of students and their parents, schools administrators’ opinions and the comparative status of the school among the school groups. It also depends on the social background the teacher is in, such as the employment rate of labor, and the expectations of the society towards the teacher. |
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