| Abstract This study adopted empirical research paradigm to explore the connotation of teachers’ professionalism from the perspective of teaching practice. Using the data from a large sample nationwide survey, we investigated the relationship between the practical teaching experience of teachers and teaching administrators and their identification of teachers' social image and position in order to analyze how these educators understand the professionalism of themselves. The results showed that the normal college graduates (new teachers) and teaching administrators identify with “engineers of souls” and “professional”, which locate at both endpoints of the dimension of ethical value versus social status, and the identification of teachers' social images are significantly related to their practical educating experience. The comprehensive analysis indicated that the professionalism in teachers and teaching administrators' understanding is still influenced by traditional professional specialization criterion, which takes the systemic knowledge, professional skills as the main connotation of teachers’ “professionalism”. But meanwhile, their practical teaching experience also urges them to bring the ethical connotation of educating practice wisdom and the affection aspect in teaching process into their professionalism. Therefore, while teachers and teaching administrators do adhere to the education value pursuit itself, they also put forward the appeal to the status of social respect for their “professionalism” at the same time. |
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