| Acknowledgements | 第1-7页 |
| 摘要 | 第7-8页 |
| ABSTRACT | 第8-11页 |
| Chapter One Introduction | 第11-18页 |
| ·Background | 第11-14页 |
| ·Overview of the study | 第14-15页 |
| ·Significance of the study | 第15-17页 |
| ·Structure of the thesis | 第17-18页 |
| Chapter Two Literature review | 第18-29页 |
| ·Teacher role | 第18-24页 |
| ·Previous research on teacher role | 第19-21页 |
| ·Constructivist view:a new theoretical perspective | 第21-23页 |
| ·Teacher role:a renewed understanding | 第23-24页 |
| ·Social cognition | 第24-28页 |
| ·Social characteristic of social cognition | 第25-26页 |
| ·Previous social cognition research | 第26-27页 |
| ·Teacher role:an important object of pre-service teachers' social cognition | 第27-28页 |
| ·Summary | 第28-29页 |
| Chapter Three Methodology | 第29-40页 |
| ·Introduction | 第29页 |
| ·Rationale for qualitative research | 第29-30页 |
| ·Research sample | 第30-31页 |
| ·Informants | 第31-35页 |
| ·Data couection | 第35-38页 |
| ·Data analysis | 第38-40页 |
| ·Ethical consideration | 第40页 |
| Chapter Four Results and discussion | 第40-53页 |
| ·Teacher role construction of Mandy and Jessica | 第41-48页 |
| ·Diverse teacher roles in Mandy and Jessica's cognition | 第41-44页 |
| ·Various socio-cultural factors contributing to teacher role construction | 第44-48页 |
| ·Discussion:features of Jessica and Mandy's cognition of teacher role | 第48-51页 |
| ·Variability of Mandy and Jessica's teacher role cognition | 第48-49页 |
| ·Attribution style of Mandy's and Jessica's role cognition | 第49-51页 |
| ·Limitations of the study and recommendations for further research | 第51-53页 |
| Chapter Five Conclusion | 第53-55页 |
| Chapter Six Researcher's reflection | 第55-59页 |
| References | 第59-62页 |
