| ACKNOWLEDGEMENTS | 第4-5页 |
| 摘要 | 第5-7页 |
| ABSTRACT | 第7-8页 |
| Chapter One INTRODUCTION | 第14-20页 |
| 1.1 Background of the Study | 第14-16页 |
| 1.2 Purpose and Research Questions of the Study | 第16页 |
| 1.3 Significance of the Study | 第16-17页 |
| 1.4 Organization of the Thesis | 第17-20页 |
| Chapter Two LITERATURE REVIEW | 第20-40页 |
| 2.1 Teachers' Professional Identity | 第20-26页 |
| 2.1.1 Key Concepts | 第20-23页 |
| 2.1.2 Features of Teachers' Professional Identity | 第23-25页 |
| 2.1.3 Dimensions of Teachers' Professional Identity | 第25-26页 |
| 2.2 Theoretical Basis | 第26-31页 |
| 2.2.1 Communities of Practice | 第27-28页 |
| 2.2.2 Three Modes of Belonging | 第28-29页 |
| 2.2.3 Duality System of Identity Formulation | 第29-30页 |
| 2.2.4 Summary | 第30-31页 |
| 2.3 Related Studies at Home and Abroad | 第31-40页 |
| 2.3.1 Studies on the Influencing Factors on Teachers’ Professional Identity | 第32-34页 |
| 2.3.2 Studies on the Construction of Teachers’ Professional Identity | 第34-36页 |
| 2.3.3 Studies on Narrative Inquiry into Teachers’ Professional Identity | 第36-37页 |
| 2.3.4 Studies on the Relationship Between Teachers’ Professional Identity andProfessional Development | 第37-40页 |
| Chapter Three RESEARCH METHODOLOGY | 第40-46页 |
| 3.1 Research Setting | 第40-41页 |
| 3.2 Participants | 第41页 |
| 3.3 Research Questions | 第41-42页 |
| 3.4 Research Methods | 第42-44页 |
| 3.4.1 Case Study | 第42-43页 |
| 3.4.2 Narrative Inquiry | 第43页 |
| 3.4.3 Classroom Observations | 第43-44页 |
| 3.4.4 Interviews | 第44页 |
| 3.5 Data Collection and Analysis | 第44-46页 |
| Chapter Four RESULTS AND DISCUSSION | 第46-70页 |
| 4.1 Narrative Inquiry into Chinese and Foreign English Teachers’ ProfessionalIdentity | 第46-51页 |
| 4.1.1 Amy: Struggling Between Teaching and Research | 第46-49页 |
| 4.1.2 Jack: Teaching is Always Learning | 第49-51页 |
| 4.2 Perception of Their Professional Identity | 第51-58页 |
| 4.2.1 Self Identity | 第52-54页 |
| 4.2.2 Major Identity | 第54-56页 |
| 4.2.3 Situated Identity | 第56-58页 |
| 4.3 Influencing Factors on Their Professional Identity Construction | 第58-65页 |
| 4.3.1 Significant Persons | 第58-62页 |
| 4.3.2 Teaching Experience | 第62-63页 |
| 4.3.3 Teaching Reflection | 第63-64页 |
| 4.3.4 Community Cooperation | 第64-65页 |
| 4.4 Differences on Chinese and Foreign English Teachers’ Identity Construction | 第65-70页 |
| 4.4.1 Teaching Beliefs | 第65-66页 |
| 4.4.2 Social Participation | 第66-68页 |
| 4.4.3 Reflection Mode | 第68-70页 |
| Chapter Five CONCLUSION | 第70-76页 |
| 5.1 Major Findings | 第70-71页 |
| 5.2 Implications of the Study | 第71-73页 |
| 5.2.1 For School Administration | 第72页 |
| 5.2.2 For Teachers | 第72-73页 |
| 5.3 Limitations and Suggestions | 第73-76页 |
| REFERENCES | 第76-84页 |
| APPENDICES | 第84-88页 |
| 附录： 作者在攻读硕士学位期间发表的论文 | 第88页 |
