| Abstract | 第5-6页 |
| 摘要 | 第7-8页 |
| Acknowledgements | 第8-11页 |
| Chapter 1 Introduction | 第11-15页 |
| 1.1 Background of the Study | 第11页 |
| 1.2 Aim and Rationale of This Research | 第11-13页 |
| 1.3 Significance of the Research | 第13页 |
| 1.4 The Structure of the Thesis | 第13-15页 |
| Chapter 2 Literature Review | 第15-25页 |
| 2.1 Teaching practice | 第15-16页 |
| 2.2 Other Related Research on Teaching Practice | 第16-19页 |
| 2.2.1 Novice Teacher Socialization in Teaching Practice | 第16-17页 |
| 2.2.2 Efficiency of Practice Teaching | 第17-18页 |
| 2.2.3 Comparative Research on Home and Abroad Teaching Practice | 第18页 |
| 2.2.4 Teaching Practice Modes | 第18页 |
| 2.2.5 Research on Mentor in Teaching Practice | 第18-19页 |
| 2.3 Teacher Identity | 第19-21页 |
| 2.3.1 The Definition of Identity | 第19-20页 |
| 2.3.2 The Definition of Teacher Identity | 第20-21页 |
| 2.4 Research on Teacher Identity | 第21-22页 |
| 2.4.1 from the Perspective of the Self Identity theory | 第21页 |
| 2.4.2 from the Perspective of Social Identity Theory | 第21-22页 |
| 2.5 Research on Novice Teacher Identity | 第22-23页 |
| 2.6 Domestic and Overseas Research Status | 第23-25页 |
| Chapter 3 the Research Methodology | 第25-29页 |
| 3.1 Research Questions | 第25页 |
| 3.2 Research Methods | 第25-27页 |
| 3.3 Participants | 第27页 |
| 3.4 Data Collection and Analysis | 第27-29页 |
| Chapter 4 the Findings of the Research | 第29-41页 |
| 4.1 Novice Teacher Identity before Teaching Practice | 第29-32页 |
| 4.1.1 Novice Teacher’s Cognition before Teaching Practice | 第29-30页 |
| 4.1.2 Novice Teacher’s Emotional Acceptation before Teaching Practice | 第30-31页 |
| 4.1.3 Novice Teacher’s Behavior Tendency before Teaching Practice | 第31-32页 |
| 4.2 Novice Teacher Identity after teaching practice | 第32-35页 |
| 4.2.1 Novice Teacher’s Cognition after Teaching Practice | 第33页 |
| 4.2.2 Novice Teacher’s Emotional Acceptation after Teaching Practice | 第33-34页 |
| 4.2.3 Novice Teacher’s Behavior Tendency after Teaching Practice | 第34页 |
| 4.2.4 Conclusion | 第34-35页 |
| 4.3 Teacher Identity Difference before and after Teaching Practice | 第35-37页 |
| 4.4 The Factors of Influencing Novice Teacher Identity in Teaching Practices | 第37-41页 |
| Chapter 5 Conclusion | 第41-46页 |
| 5.1 Major Findings | 第41-42页 |
| 5.2 The Implication of the Research | 第42-44页 |
| 5.2.1 Burnout Prevention | 第42-43页 |
| 5.2.2 Enjoy the Practice Life and Constantly Enrich Yourself | 第43页 |
| 5.2.3 Novice Teachers’ Formal Relation with Students in Class | 第43-44页 |
| 5.2.4 Strengthen the Mentors’ Support | 第44页 |
| 5.2.5 Teachers’ Cooperative Community | 第44页 |
| 5.3 The Limitation of the Research | 第44-46页 |
| Bibliography | 第46-49页 |
| Appendices | 第49-60页 |
| Appendix 1 the Questionnaire on Teacher Identity | 第49-51页 |
| Appendix 2 the Questionnaire on Teacher Identity | 第51-54页 |
| Appendix 3 the Questionnaire on Factors Influence Teacher identity | 第54-55页 |
| Appendix 4 Interview Outline | 第55-57页 |
| Appendix 5 Interview Outline | 第57-58页 |
| Appendix 6 Sample of Extract from Interview | 第58-60页 |
| 攻读硕士学位期间发表的学术论文 | 第60页 |
