| 摘要 | 第1-6页 |
| Abstract | 第6-7页 |
| Table of Contents | 第7-10页 |
| List of Abbreviations | 第10-11页 |
| Chapter One Introduction | 第11-14页 |
| ·Research Background | 第11-12页 |
| ·The current situation of Chinese Pre-serivce English Teachers' education | 第11页 |
| ·The importance of training EFL teachers with research abilities | 第11-12页 |
| ·Signiifcance of the Study | 第12页 |
| ·Research questions | 第12-13页 |
| ·Structure of the thesis | 第13-14页 |
| Chapter Two Literature Review | 第14-35页 |
| ·Self Identity | 第14-21页 |
| ·Classical identity theory | 第14-17页 |
| ·Identity theory with the constructionism view | 第17-19页 |
| ·Research on teachers' identity in general education field | 第19-20页 |
| ·Research on EFL teachers' identity | 第20页 |
| ·Research on Chinese EFL teachers' identity | 第20-21页 |
| ·Teachers' identity and their professional development | 第21页 |
| ·EFL Teachers' Professional Development | 第21-31页 |
| ·General introduction | 第22-24页 |
| ·Teachers' professional development theory | 第24-27页 |
| ·The mode of teachers' professional development | 第27-28页 |
| ·Teachers' PCK knowledge | 第28-30页 |
| ·The routes of teachers' professional development | 第30-31页 |
| ·Pre-service education | 第31页 |
| ·The Full-time Professional Degree | 第31-33页 |
| ·Theoretical definition | 第33-35页 |
| Chapter Three Research Methodologies and Results Discussion | 第35-53页 |
| ·Research design | 第35页 |
| ·Research objectives | 第35-36页 |
| ·Instruments | 第36-37页 |
| ·Questionnaires | 第36页 |
| ·Interview | 第36-37页 |
| ·Data Presentation | 第37-46页 |
| ·Questionnaire results | 第37-39页 |
| ·Interview | 第39-46页 |
| ·Results and Discussions | 第46-53页 |
| ·The current situation of 2011th full-time Ed. M students based on questionnaires | 第46-49页 |
| ·The current situation of full-time Ed. M students based on interviews | 第49-53页 |
| Chapter 4 Methods to increase professional identity of full-time English Ed. Mstudents at different levels | 第53-67页 |
| ·Full-time Ed.M students | 第53-59页 |
| ·Being research-oriented | 第53-55页 |
| ·Establishing learning community | 第55-56页 |
| ·Increasing overall abilities | 第56-57页 |
| ·Strengthening the evaluation to education practice | 第57-59页 |
| ·Curriculum design | 第59-63页 |
| ·RICH mode | 第60-61页 |
| ·General education | 第61-63页 |
| ·The mentors | 第63-64页 |
| ·Enrollment policy | 第64-65页 |
| ·Define training objectives | 第65页 |
| ·Establishing Teachers' education college | 第65-67页 |
| Chapter 5 Major Findings and Implications | 第67-71页 |
| ·Major findings | 第67-68页 |
| ·Implications | 第68-70页 |
| ·Limitations and further research | 第70-71页 |
| Appendix1 11级全日制英语教育硕士专业认同感调查问卷 | 第71-73页 |
| Appendix2 全日制英语教育硕士访谈提纲 | 第73-75页 |
| Appendix3 学科教学(英语)全日制攻读教育硕士专业学位研究生指导性培养方案 | 第75-79页 |
| References | 第79-83页 |
| 中文参考文献 | 第83-87页 |
| Acknowledgments | 第87页 |
