This study examined the influence of teacher professional identity on the operation of teacher associations. Data collection was conducted by interviewing thirty-three informants in Taiwan. The findings show that Taiwanese primary teachers occupied a superior location within the division of labour where society bestowed upon them a great degree of physical and psychic reward, creating a context in which a strong sense of professional identity developed. This identity made our informants display a strong commitment to their own teaching. It also created an ideology of depoliticization that made them expect education and their Associations to keep away from political forces and parties in order to maintain the neutrality and objectivity. They showed little enthusiasm for collective movement and less for industrial action. Such a phenomenon just documents the theory of Basil Bernstein that is about the interaction between ‘within’ and ‘between’ referring to identity and interaction with others respectively.
Keywords: teacher culture, professional identity, teacher association, Basil Bernstein.
Ph.D. Tien-Hui Chiang