| abstract | 第5-6页 |
| 摘要 | 第7-11页 |
| 1. Introduction | 第11-14页 |
| 2. Literature Review | 第14-34页 |
| 2.1 Definition of Teachers' Professional Identity | 第14-17页 |
| 2.1.1 Definition of Identity | 第14-15页 |
| 2.1.2 The Definition of Teachers' Professional Identity | 第15-17页 |
| 2.2 Theoretical Foundations | 第17-21页 |
| 2.2.1 The Social Theory of Identification | 第17-19页 |
| 2.2.2 The Theory of Self-efficacy | 第19-21页 |
| 2.3 Influencing Factors of Teachers' Professional Identity | 第21-26页 |
| 2.3.1 Teaching context | 第21-22页 |
| 2.3.2 Teaching experience | 第22-24页 |
| 2.3.3 The biography of the teacher | 第24-26页 |
| 2.4 The structure of teachers' professional identity | 第26-27页 |
| 2.5 Relevant studies | 第27-34页 |
| 3. Methodology | 第34-63页 |
| 3.1 Research questions | 第34页 |
| 3.2 Research subject and procedures | 第34-35页 |
| 3.3 Research methods | 第35-38页 |
| 3.3.1 Questionnaire | 第35-37页 |
| 3.3.2 Interview | 第37-38页 |
| 3.3.3 Teaching diary | 第38页 |
| 3.4 Data collection and analysis | 第38-63页 |
| 3.4.1 Quantitative data: questionnaire | 第38-46页 |
| 3.4.2 Qualitative data: interview | 第46-55页 |
| 3.4.3 Qualitative data: Teaching diary | 第55-61页 |
| 3.4.4 Research results | 第61-63页 |
| 4. Discussion | 第63-72页 |
| 4.1 Reasons for the current status of pre-service teachers' professional identity | 第63-67页 |
| 4.1.1 Social reasons | 第63-65页 |
| 4.1.2 School reasons | 第65-66页 |
| 4.1.3 Personal reasons | 第66-67页 |
| 4.2 The influence of teaching practice | 第67-68页 |
| 4.3 Suggestions for pre-service teachers' teaching practice | 第68-72页 |
| 4.3.1 Diversified forms of teaching practice | 第68-69页 |
| 4.3.2 Prolonged time for teaching practice | 第69-70页 |
| 4.3.3 Qualified instructors from universities and practice schools | 第70-71页 |
| 4.3.4 Enhancing the relation between theory and practice in education | 第71-72页 |
| Conclusion | 第72-74页 |
| References | 第74-82页 |
| Appendix Ⅰ | 第82-84页 |
| Appendix Ⅱ | 第84-85页 |
| Appendix Ⅲ | 第85-94页 |
| Appendix Ⅳ | 第94-98页 |
| Acknowledgement | 第98页 |
