| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 摘要 | 第9-10页 |
| Chapter One Introduction | 第10-15页 |
| ·Research Background | 第10-12页 |
| ·Significance of the Study | 第12-13页 |
| ·Objectives of the Present Research | 第13页 |
| ·Organization of the Thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-33页 |
| ·Language Teacher Education | 第15-19页 |
| ·Development of Language Teacher Education | 第15-17页 |
| ·Practicum in Language Teacher Education | 第17-19页 |
| ·Teacher Identity | 第19-28页 |
| ·Definitions | 第19-21页 |
| ·Characteristics of Teacher Identity | 第21-22页 |
| ·Constructions of Teacher Identity | 第22-25页 |
| ·Prospective Teachers' Professional Identity | 第25-28页 |
| ·Imagined Communities | 第28-33页 |
| ·Wenger's Community of Practice | 第28-30页 |
| ·Norton's Imagined Communities | 第30-33页 |
| Chapter Three Research Design | 第33-38页 |
| ·Research Hypothesis | 第33页 |
| ·Subject | 第33-35页 |
| ·Methods | 第35-36页 |
| ·Case Study | 第35页 |
| ·Narrative Study | 第35-36页 |
| ·Data Collection and Analysis | 第36-38页 |
| ·Data Collection | 第36-37页 |
| ·Data Analysis | 第37-38页 |
| Chapter Four Research Findings | 第38-46页 |
| ·Description of Ann's Imagined Community | 第38-41页 |
| ·Ann's Imagined Community as Student | 第38-39页 |
| ·Ann's Imagined Community as Teacher | 第39-40页 |
| ·Summary | 第40-41页 |
| ·Description of Ann's Professional Identity | 第41-44页 |
| ·Sense of Self as Reflective Teacher | 第42-43页 |
| ·Sense of Self as Passionate Teacher | 第43页 |
| ·Sense of Self as Humanistic Teacher | 第43-44页 |
| ·Summary | 第44页 |
| ·Relationship between Ann' Imagined Community and Professional Identity | 第44-46页 |
| Chapter Five Discussions and Suggestions | 第46-53页 |
| ·Discussions and Conclusions | 第46-47页 |
| ·Implications | 第47-52页 |
| ·Fostering Prospective Teachers' Learning Community | 第47-50页 |
| ·Improving Supervision System | 第50-52页 |
| ·Limitations | 第52-53页 |
| References | 第53-64页 |
