| ACKNOWLEDGEMENTS | 第3-4页 |
| ABSTRACT | 第4-5页 |
| 摘要 | 第6-7页 |
| CONTENTS | 第7-10页 |
| Chapter One Introduction | 第10-15页 |
| 1.1 Background of the study | 第10-12页 |
| 1.2 Rationale and aim of the study | 第12-13页 |
| 1.3 Structure of the Thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-28页 |
| 2.1 Definition of teachers' professional identity | 第15-17页 |
| 2.1.1 Definition of identity | 第15-16页 |
| 2.1.2 Definition of professional identity | 第16-17页 |
| 2.2 Features of teachers' professional identity | 第17-19页 |
| 2.3 Relevant studies on teacher identity | 第19-22页 |
| 2.3.1 Researches on features of teachers' professional identity | 第19-20页 |
| 2.3.2 Researches into teachers' professional identity formation | 第20-22页 |
| 2.3.3 Studies on stories representing teachers' professional identity | 第22页 |
| 2.4 Narrative inquiries in teacher education and development studies | 第22-28页 |
| 2.4.1 Teacher image | 第23-24页 |
| 2.4.2 Teacher knowledge | 第24页 |
| 2.4.3 The contexts of teaching | 第24-26页 |
| 2.4.4 Teacher identity | 第26-28页 |
| Chapter Three Research Methodology | 第28-39页 |
| 3.1 Research questions | 第28页 |
| 3.2 Research setting | 第28-30页 |
| 3.2.1 Hope,the English teacher | 第28-29页 |
| 3.2.2 The course Hope teaches | 第29-30页 |
| 3.2.3 Students as the participants | 第30页 |
| 3.3 Research methodology | 第30-34页 |
| 3.3.1 Case study | 第31-32页 |
| 3.3.2 Narrative inquiry | 第32-34页 |
| 3.4 Data collection | 第34-36页 |
| 3.5 Data analysis | 第36-39页 |
| Chapter Four Teaching as Farming—A Narrative Inquiry into Hope's Teaching Practice | 第39-83页 |
| 4.1 Developing learning culture as cultivating soil before sowing | 第39-49页 |
| 4.1.1 "I am eager to hear from you." | 第39-41页 |
| 4.1.2 Statues of an eagle starved to death and a skinned horse | 第41-46页 |
| 4.1.3 "Today is a special day!" | 第46-48页 |
| 4.1.4 "Nurturing a culture counts more than teaching knowledge." | 第48-49页 |
| 4.2 Giving the first class as sowing seeds in the ground | 第49-56页 |
| 4.2.1 Self-introduction | 第50-51页 |
| 4.2.2 The road not taken | 第51-53页 |
| 4.2.3 Activity curriculum | 第53-56页 |
| 4.3 Removing learning barriers as hoeing crops | 第56-68页 |
| 4.3.1 "You are a teacher,too." | 第56-59页 |
| 4.3.2 "Teaching is seasonal." | 第59-65页 |
| 4.3.3 "Tell you my secret." | 第65-68页 |
| 4.4 Appreciating students' achievements as reaping in autumn | 第68-83页 |
| 4.4.1 "Who,first,finger-guessing game?!" | 第68-73页 |
| 4.4.2 "You are not only our teacher,but also a friend,a grandma,a guider." | 第73-83页 |
| Chapter Five Teacher Identity of Hope and its Shaping Factors | 第83-103页 |
| 5.1 Hope's identity as a teacher | 第83-94页 |
| 5.1.1 Teacher as true self | 第83-85页 |
| 5.1.2 Teacher as pedagogic carer | 第85-88页 |
| 5.1.3 Teacher as curriculum developer | 第88-90页 |
| 5.1.4 Teacher as researcher | 第90-92页 |
| 5.1.5 Teacher as educator | 第92-94页 |
| 5.2 Factors shaping Hope's identity | 第94-103页 |
| 5.2.1 Life experiences | 第94-96页 |
| 5.2.2 Community cooperation | 第96-98页 |
| 5.2.3 Reflection in practice | 第98-99页 |
| 5.2.4 Significant persons | 第99-103页 |
| Chapter Six Conclusion | 第103-107页 |
| 6.1 Major findings | 第103-104页 |
| 6.2 Implications of the study | 第104-105页 |
| 6.3 Limitations and suggestions for further studies | 第105-107页 |
| Bibliographies | 第107-119页 |
| Appendice | 第119-150页 |
| Appendix Ⅰ:A sample of class observation transcription | 第119-131页 |
| Appendix Ⅱ:Samples of interviews with Hope | 第131-137页 |
| Appendix Ⅲ:Samples of interviews with students | 第137-140页 |
| Appendix Ⅳ:Sample sayings about teaching by Hope | 第140-141页 |
| Appendix Ⅴ:A brief biography of Hope | 第141-143页 |
| Appendix Ⅵ:A self-evaluation checklist | 第143-148页 |
| Appendix Ⅶ An email by Hope before her first class | 第148-150页 |
| 攻读学位期间发表的学术论文 | 第150-152页 |
