Teacher's changing gender identities and gender equity education

This paper discusses how Chinese teachers’ changing gendered identities can be captured by the life history methodology and memory work. 40 primary school men and women teachers of different ages and professional experiences were interviewed twice, first, individually and then as a group. The in-depth individual interview was to capture personal life stories of how gender were lived whereas the group interviews were the collect information about the collective experiences of the teachers. The two folded data collection helps to validate data obtained from each occasion. This paper argues for the suitability of such a methodology in capturing changing teacher’s identities. Implications of this study to gender equity education are discussed.