| ACKNOWLEDGEMENTS | 第5-6页 |
| ABSTRACT | 第6页 |
| 摘要 | 第7-10页 |
| CHAPTER ONE GENERAL INTRODUCTION | 第10-14页 |
| 1.1 Research background | 第10-11页 |
| 1.2 Aims of the study | 第11-12页 |
| 1.3 Significance of the study | 第12页 |
| 1.4 Organization of the thesis | 第12-14页 |
| CHAPTER TWO LITERATURE REVIEW | 第14-30页 |
| 2.1 Some definitions in the study | 第14-16页 |
| 2.1.1 Non-normal educated teachers | 第14-15页 |
| 2.1.2 Identity, professional identity, teachers’ professional identity | 第15-16页 |
| 2.2 Related studies at home and abroad | 第16-24页 |
| 2.2.1 Studies on the process of teachers’ professional identity construction | 第17页 |
| 2.2.2 Studies on the characteristics of teachers’ professional identity | 第17-19页 |
| 2.2.3 Studies on the factors influencing teachers’ professional identity | 第19-24页 |
| 2.3 Evolution of theoretical perspectives in related studies | 第24-28页 |
| 2.4 Critique of the previous studies | 第28-29页 |
| 2.5 Summary | 第29-30页 |
| CHAPTER THREE RESEARCH METHODOLOGY | 第30-37页 |
| 3.1 Research questions | 第30-31页 |
| 3.2 Research subject | 第31页 |
| 3.3 Theoretical Framework | 第31-33页 |
| 3.4 Research methods | 第33-35页 |
| 3.5 Data collection | 第35-36页 |
| 3.6 Data analysis | 第36-37页 |
| CHAPTER FOUR A NARRATIVE INQUIRY OF CLAIRE’S IDENTITY CONSTRUCTION | 第37-53页 |
| 4.1 Identity in different communities of practice | 第37-46页 |
| 4.1.1 Identity in the family background | 第37-39页 |
| 4.1.2 Identity in the English learning process | 第39-41页 |
| 4.1.3 Identity in the workplace | 第41-46页 |
| 4.2 Conflicts and difficulties | 第46-49页 |
| 4.2.1 Restricted ability | 第46-47页 |
| 4.2.2 Limited time | 第47-48页 |
| 4.2.3 Problem of balancing an exam-orientation and a quality-orientation | 第48-49页 |
| 4.2.4 Ignored opinions | 第49页 |
| 4.3 Influencing factors | 第49-52页 |
| 4.3.1 Internal factors | 第50-51页 |
| 4.3.2 External factors | 第51-52页 |
| 4.4 Summary | 第52-53页 |
| CHAPTER FIVE DISCUSSION | 第53-61页 |
| 5.1 A marginalized participator of the community | 第53-56页 |
| 5.2 Ineffective negotiation of meanings | 第56-58页 |
| 5.3 Non-normal educated background and the surroundings | 第58-60页 |
| 5.4 Summary | 第60-61页 |
| CHAPTER SIX CONCLUSION | 第61-67页 |
| 6.1 Major findings of the study | 第61-62页 |
| 6.2 Implications | 第62-65页 |
| 6.2.1 For non-normal educated teachers | 第62-63页 |
| 6.2.2 For institutional leaders | 第63-64页 |
| 6.2.3 For teachers’ professional development | 第64-65页 |
| 6.3 Limitations of the study | 第65-66页 |
| 6.4 Suggestions for future studies | 第66-67页 |
| REFERENCES | 第67-73页 |
| APPENDICES | 第73-80页 |
| Appendix A | 第73-75页 |
| Appendix B | 第75-76页 |
| Appendix C | 第76-80页 |
