Abstract
Globally and nationally, there is an increasing amount of research that addresses the issue of teacher professionalism. Originating in the belief that holds teachers' work life as social-situated activities and as 'stories to live by', this research uses life history approaches under an ecological theory lens, to elucidate Lynn – a veteran teacher's work life in an over-40-year span, and explore her trajectory of teacher professionalism under the impact of policy modifications and social changes in China. It finds that policies outline the path and direction for Lynn's teacher professionalism; continuing development, a fair working environment, and collegial work significantly contribute to Lynn's professionalism; strong commitment to students and compliance to authorities define Lynn's restrained autonomy. This paper concluded by highlighting the importance of looking into teachers' enacted teacher professionalism against the backdrop of 'demanded' teacher professionalism.
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