Traditional teacher education has ignored the realities of
teachers' lives both inside and outside the classroom, failing to
consider their existence within broader socio-cultural
circumstances. This study examines the professional development and
transformation of four women teachers including my mother and
myself in China and Canada through exploring our life experiences
in socio-cultural contexts. I use autobiographical writings,
material from in- depth interviews and artifacts, as well as
documents. Data analysis indicates that our devotion to teaching
career, optimistic attitude to life, success in overcoming many
difficulties to become teachers, all stem from our knowing of the
"Tao of life." My professional transformation in Canada led me to
understanding teacher as a curriculum maker, teacher development as
both personal growth and professional development, and professional
transformation as learning from relations. This study attempts to
provide a middle ground for dialogues among teachers and scholars
from different cultural backgrounds, enabling them to understand
each other and explore new versions of teacher education.
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