| Acknowledgements | 第4-8页 |
| Abstract | 第8-9页 |
| 摘要 | 第10-12页 |
| Chapter One Introduction | 第12-16页 |
| 1.1 Background of the Study | 第12页 |
| 1.2 Purpose of the Study | 第12-13页 |
| 1.3 Significance of the Study | 第13-14页 |
| 1.3.1 Theoretical Significance of the Study | 第13-14页 |
| 1.3.2 Practical Value of the Study | 第14页 |
| 1.4 Layout of the Thesis | 第14-16页 |
| Chapter Two Literature review | 第16-26页 |
| 2.1 The Core Concepts in the Study | 第16-18页 |
| 2.1.1 Novice Teacher | 第16页 |
| 2.1.2 Professional Identity | 第16-17页 |
| 2.1.3 Possible Selves | 第17-18页 |
| 2.1.4 Personal Self vs Professional Self | 第18页 |
| 2.2 Theoretical Foundation | 第18-20页 |
| 2.2.1 Possible-Selves Theory | 第18-20页 |
| 2.2.2 Teacher Possible Selves | 第20页 |
| 2.3 Studies on Teachers’ Professional Identity at Home and Aboard | 第20-22页 |
| 2.4 Studies on Possible Selves in English Teaching and Learning at Home and Aboard | 第22-23页 |
| 2.5 The Relationship between Teachers’ Professional Identity and Possible Selves | 第23页 |
| 2.6 Critique about the Previous Studies and Implications | 第23-26页 |
| 2.6.1 Implications of Previous Studies | 第23-24页 |
| 2.6.2 Limitations of Previous Studies | 第24-26页 |
| Chapter Three Research design | 第26-32页 |
| 3.1 Research Questions | 第26页 |
| 3.2 Participants | 第26-27页 |
| 3.3 Research Method | 第27-28页 |
| 3.4 Research Instruments | 第28-31页 |
| 3.4.1 Questionnaires | 第28页 |
| 3.4.2 Interviews | 第28-30页 |
| 3.4.3 Non-participant Observation | 第30页 |
| 3.4.4 Reflective Journals | 第30-31页 |
| 3.5 Data Collection and Analysis | 第31-32页 |
| Chapter Four Results and Discussion | 第32-62页 |
| 4.1 Pre-service Stage: Overall Equilibrated Possible Selves | 第32-45页 |
| 4.1.1 Teacher Helen’ Possible Selves | 第33-36页 |
| 4.1.2 Teacher Linda’s Possible Selves | 第36-39页 |
| 4.1.3 Teacher Ivy’s Possible Selves | 第39-43页 |
| 4.1.4 Summary of Pre-service EFL Teachers’ Professional Identity | 第43-45页 |
| 4.2 Novice Teacher Selves in the Early Stage: Disequilibrium of Possible Selves | 第45-52页 |
| 4.2.1 Teacher Helen: I’m on a zigzag journey | 第45-47页 |
| 4.2.2 Teacher Linda: I am too young too na?ve | 第47-49页 |
| 4.2.3 Teacher Ivy: I have just had a roller coaster of time | 第49-51页 |
| 4.2.4 Summary of Novice Teachers’ Professional Identity in the Early Stage | 第51-52页 |
| 4.3 Novice Teacher Selves in the Later Stage: Being More Balanced Possible Selves | 第52-62页 |
| 4.3.1 Reflection on“Personal Self” | 第53-55页 |
| 4.3.2 Reflection on“Professional Self” | 第55-60页 |
| 4.3.3 Summary of Novice Teachers’ Professional Identity in the Later Stage | 第60-62页 |
| Chapter Five Conclusion and Implication | 第62-68页 |
| 5.1 Major Findings | 第62-64页 |
| 5.2 Implications | 第64-66页 |
| 5.2.1 Implications for Novice Teachers | 第64-65页 |
| 5.2.2 Implications for Teachers Education | 第65页 |
| 5.2.3 Implications for Educational Authorities | 第65-66页 |
| 5.3 Limitations of the Study | 第66-67页 |
| 5.4 Suggestions for Future Studies | 第67-68页 |
| Reference | 第68-72页 |
| Appendix A Possible Selves Questionnaire | 第72-73页 |
| Appendix B Possible selves in the pre-service period （第一次访谈） | 第73-75页 |
| Appendix C The Semi-structured Interview （第二次访谈） | 第75-76页 |
| Appendix D The Structured Interview （第三次访谈） | 第76-79页 |
| Appendix E An Excerpt of the Semi-structured Interview | 第79-81页 |
| Appendix F A Sample of Teacher’s Reflective Journal | 第81页 |
