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Abstract Abstract: Along with the development and official issue of newly launched National Standards of Teaching Quality for Undergraduate English Majors and The Guidelines on College English Teaching, a new round of EFL curriculum and teaching reform are already well underway. As a subject of education and pedagogy, teachers’ role cannot be neglected. Adopting a phenomenographic method, this paper investigates the participant teachers’ role in curriculum and teaching reform in their immediate context. Data analysis and discussion show that the teachers hold qualitatively different opinions about the reform; their perceptions of their role in the reform are qualitatively diversified and the reform has brought change to their role perception in classroom teaching. Some suggestions are also made to reformers and reform promoters.
Key words: EFL teachers; curriculum/teaching reform; role; phenomenography
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