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Exploring Student Teachers Construction of Teacher Identity under Mentors Influences during Practicum Period: A Case Study

Acknowledgements第3-4页
Abstract第4-5页
摘要第6-7页
Notes on Transcriptions第7-8页
Table of Contents第8-10页
Chapter 1 Introduction第10-16页
    1.1 Origin of the Study第10-11页
    1.2 Rationale of the Study第11-13页
    1.3 Research Questions第13-14页
    1.4 Significance of the Study第14页
    1.5 Layout of the Thesis第14-16页
Chapter 2 Literature Review第16-30页
    2.1 Understanding Identity第16-19页
        2.1.1 Psychological Perspective第16-17页
        2.1.2 Interactionist Perspective第17-18页
        2.1.3 Summary第18-19页
    2.2 Understanding Teacher Identity第19-30页
        2.2.1 Teachers Professional Self第19-21页
        2.2.2 Construction of Teacher Identity第21-26页
            2.2.2.1 Construction of Teacher Identity through Perception of Self第21-23页
            2.2.2.2 Construction of Teacher Identity in Practice and Action第23-24页
            2.2.2.3 Construction of Teacher Identity in Discourse第24-26页
        2.2.3 Factors Influencing the Construction of Teacher Identity第26-29页
            2.2.3.1 Mentors' Acceptance第26-27页
            2.2.3.2 Mentors' Discourse and Action第27-28页
            2.2.3.3 Mentors as Role Models第28-29页
        2.2.4 Summary第29-30页
Chapter 3 Theoretical Framework第30-38页
    3.1 Theory of Sense of Self第30-33页
    3.2 Action Identification Theory第33-35页
    3.3 Systemic Functional Grammar第35-37页
    3.4 Summary第37-38页
Chapter 4 Methodology第38-42页
    4.1 Method第38-39页
    4.2 Subjects第39-40页
    4.3 Data Collection第40页
    4.4 Data Analysis第40-42页
Chapter 5 Results and Discussion第42-76页
    5.1 Teacher Identity to Be Constructed第42-62页
        5.1.1 Sense of Bodily Self: Seeker for Her Own Teacher Authority第42-45页
        5.1.2 Sense of Self-identity: Role-player rather than Role-taker第45-50页
        5.1.3 Sense of Self-extension: Follower of Authority第50-55页
        5.1.4 Sense of Self-esteem: Changing from High to Low Self-esteem第55-58页
        5.1.5 Sense of Self-image: Both A Seeker and Follower第58-61页
        5.1.6 Summary第61-62页
    5.2 The Influences of Mentor's Instruction on the Construction of Teacher Identity第62-76页
        5.2.1 Interfering Actions Influencing Jane's Teacher Identity as a Role-player第63-65页
        5.2.2 The Mentor's Role Modeling Function Influencing Jane's Teacher Identity as a Seeker for Her Own Authority第65-70页
        5.2.3 The Combined Efforts of Instruction in Strong Mood and the Refusal of Jane's voice Influencing Jane's Teacher Identity as a Follower of Authority第70-74页
        5.2.4 Summary第74-76页
Chapter 6 Conclusions and Implications第76-80页
    6.1 Major Findings第76页
    6.2 Implications第76-79页
    6.3 Limitations第79-80页
Bibliography第80-87页
Appendix I Extracts from Transcription of Interview第87-93页
Appendix II Extracts from Transcription of Field Notes第93-97页
Appendix III Extracts from Transcription of Mentoring第97-103页
Appendix IV Samples of Jane's Teaching Journals第103-107页
攻读硕士学位期间发表的论文第107-109页

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