Abstract
A narrative inquiry was performed with high school teachers to learn about their experiences in the ongoing curriculum reform in China. Teachers were found to live within tensions between the expectations of the curriculum reform and their personal practical knowledge (Tension I), as well as the demands of curriculum reform and the high-stakes testing plotline (Tension II). Teachers’ personal practical knowledge rather than knowledge for teachers should become the starting point of teacher education. Moreover, cooperation could be a powerful method for teachers to work together to make curriculum and to deal with the interrelated tensions.
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