Chapter 1 Introduction
1.1 Research Background
1.1.1 Educational Practice
1.1.2 Significance of Studying Student Teachers’ Identity
1.2 Research Purpose
1.3 Research Significance
1.4Framework of the Thesis
Chapter Two Literature Review
2.1Related Terms
2.1.1 Student Teacher
2.1.2 Identity
2.1.3 Identity of English Teacher
2.1.4The Composition of English Student Teachers’ Identity
2.2 Studies on Teachers’ Identity
2.2.1 Studies Abroad
2.2.2 Study at Home
2.3Theoretical Basis
2.3.1Social Cultural Theory
2.3.2 Critical Discourse Analysis Theory
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1Teaching Journal
3.3.2 Interview
3.3.3 Classroom Observation
3.4 Research Procedures
3.4.1Date Collection
3.4.2Data Analysis
Chapter Four Data Analysis and Discussion
4.1 The Discussion on English Student Teachers’ Identity
4.1.1Career Identity
4.1.2Major Identity
4.1.3Personal Identity
4.1.4Situated Identity
4.1.5 Summary
4.2 English Student teachers’ Identity with Different Educational Background
4.2.1The Discussion of the Classroom Observation of Ms Wang
4.2.2The Discussion of the Classroom Observation of Chen Ling
4.3Causes of the Different of English Student Teachers’ Identity
4.3.1 Personal Causes
4.3.2 School-related Causes
4.3.3 Social Causes
Chapter Five Conclusion
5.1 Major Findings
5.2 Suggestion to Promote high School English Student Teachers’ Identity
5.2.1 English Student Teachers’ Learning at School
5.2.2 Reflections of English Student Teachers
5.2.3 Set Lofty Career Goals
5.2.4 Instructor’s Guidance
5.3 Limitations
5.4 Suggestions for Further Study
参考文献
Appendix
致谢
声明
广西师范大学;
