The Impact of The Double Reduction Policy on The Construction of The Professional Identity of Tutoring Class Teachers

Anda Wang

doi:10.54097/gj768p91

Authors

Anda Wang

DOI:

https://doi.org/10.54097/gj768p91

Keywords:

Private tutoring; Teacher accountability; Teacher professional identity; The Double Reduction policy; China.

Abstract

The double reduction policy launched by our country on July 24, 2021 aims to reduce the number of teachers in private teaching auxiliary institutions for basic education, achieve a fair distribution of educational resources, and reduce the academic burden of students and the pressure of extracurricular tutoring. However, the research on the self-identity construction of cram school teachers after the "double reduction policy" is still a blank field. This paper focuses on the status quo of the professional status of teachers in private tutoring institutions after the "double reduction policy". The authors' data are based on fixed structured interviews with 6 teachers from private tutoring institutions in different regions of China. The results show that after the double reduction policy, the professional identity of teachers in private teaching auxiliary institutions is based on their professional beliefs and has not been significantly affected. The discussion in this article prompts each teacher to reflect on his own identity factors, and at the same time complements the construction of the professional identity framework of teachers in private teaching auxiliary institutions.

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