As the discourse of international competitiveness has facilitated government becoming the global agent, proactively promoting the advantages of teacher competences, teachers are required to be constructive contributors to national development. This great change highlights the new thought that teacher professional development no longer belongs to the sphere of personal matters but to the domain of collective accountabilities. This new paradigm tends to form an institutionalized milieu, in which teachers implement and the government designs. However, such an institutionalized array turns the coercive force of performativity into the voluntarism of neo-professionalism through the process of “reformulating education”. This relationship indicates that the concept of isomorphism is regulated by the global discourse that constantly redefines the state’s role in teacher professional development.
