| Acknowledgements | 第3-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第6-8页 |
| Contents | 第8-11页 |
| Chapter One:Introduction | 第11-17页 |
| 1.1 Origin of the study | 第11-13页 |
| 1.2 Rationale of the study | 第13-14页 |
| 1.3 Aims and Significance of the study | 第14-16页 |
| 1.4 Layout of the Thesis | 第16-17页 |
| Chapter Two:Literature Review | 第17-36页 |
| 2.1 Novice teachers' growth | 第17-20页 |
| 2.1.1 Concepts of novice teacher and novice teachers' growth | 第17-18页 |
| 2.1.2 Features of novice teachers' growth | 第18-20页 |
| 2.2 Understanding identity | 第20-23页 |
| 2.2.1 Concepts of identity | 第20-21页 |
| 2.2.2 Development of the concept of identity | 第21-22页 |
| 2.2.3 Features of identity | 第22-23页 |
| 2.3 Understanding teachers' professional identity | 第23-33页 |
| 2.3.1 Concepts of teachers' professional identity | 第24页 |
| 2.3.2 Features of teachers' professional identity | 第24-26页 |
| 2.3.3 Formation of teachers' professional identity | 第26-29页 |
| 2.3.3.1 'Becoming a teacher begins early'—stereotypical images of teacher | 第26-27页 |
| 2.3.3.2 Forming teachers' professional identity through ontological narratives | 第27-28页 |
| 2.3.3.3 Forming teachers' professional identity through practice | 第28-29页 |
| 2.3.4 Influencing factors of teachers' professional identity formation | 第29-33页 |
| 2.3.4.1 Teaching context | 第30-31页 |
| 2.3.4.2 Teaching assistance | 第31-32页 |
| 2.3.4.3 The biography of the teacher | 第32-33页 |
| 2.4 Understanding theoretical background | 第33-36页 |
| 2.4.1 Borich's sense of self | 第33-34页 |
| 2.4.2 Wenger & Vallacher's action identification theory | 第34页 |
| 2.4.3 Gee's functional grammar | 第34-36页 |
| Chapter Three:Research methodology | 第36-44页 |
| 3.1 Research questions | 第36页 |
| 3.2 Methodology | 第36-38页 |
| 3.2.1 Narrative inquiry | 第36-37页 |
| 3.2.2 Case story method | 第37-38页 |
| 3.3 Participants | 第38-40页 |
| 3.4 Research procedure | 第40-42页 |
| 3.5 Data presentation and analysis | 第42-44页 |
| Chapter Four:Narrative Results | 第44-70页 |
| 4.1 Lily's story | 第44-51页 |
| 4.2 Amy's story | 第51-60页 |
| 4.3 Delia's story | 第60-70页 |
| Chapter Five:Analyses and discussions | 第70-92页 |
| 5.1 Identification of conflicts between expectation and teaching reality | 第70-75页 |
| 5.1.1 Conflicts in teaching | 第70-72页 |
| 5.1.2 Conflicts in relationship with others | 第72-75页 |
| 5.2 Identification of professional identities constructed | 第75-83页 |
| 5.2.1 Sense of bodily self:Seeker for teacher authority | 第75-77页 |
| 5.2.2 Sense of self-identity:Role player rather than role taker | 第77-78页 |
| 5.2.3 Sense of self-extension:Follower of authority | 第78-79页 |
| 5.2.4 Sense of self-esteem:Changing between high and low self-esteem | 第79-81页 |
| 5.2.5 Sense of self-image:Both a seeker and follower | 第81-83页 |
| 5.3 Identification of factors affecting professional identity construction | 第83-92页 |
| 5.3.1 Internal factors | 第83-87页 |
| 5.3.1.1 Teachers' personalities | 第83-84页 |
| 5.3.1.2 Teaching beliefs | 第84-86页 |
| 5.3.1.3 Teachers' sense of self | 第86-87页 |
| 5.3.2 External factors | 第87-92页 |
| 5.3.2.1 Profession culture | 第87-88页 |
| 5.3.3.2 Teaching community | 第88-89页 |
| 5.3.3.3 Stimulus to further development | 第89-92页 |
| Chapter Six:Conclusions | 第92-95页 |
| Bibliography | 第95-105页 |
| Appendices | 第105-113页 |
| Appendix Ⅰ:Lily's teaching diaries | 第105-108页 |
| Appendix Ⅱ:Amy's online teaching diaries | 第108-110页 |
| Appendix Ⅲ:Extracted data derived from conversation with Liu | 第110-111页 |
| Appendix Ⅳ:Extracted data derived from conversation with Amy and Delia | 第111-112页 |
| Appendix Ⅴ:Delia's online teaching diaries | 第112-113页 |
| 攻读学位期间发表的学术论文 | 第113-114页 |
