声明
Acknowledgments
摘要
Abstract
Contents
1.Introduction
1.1 Background of the Research
1.2 Research Significance
1.3 Research Purposes and Research Questions
1.4 Layout of the Dissertation
2.Literature Review
2.1 Identity
2.1.1 Definitions of identity
2.1.2 Teacher identity
2.1.3 Pre-service teacher identity
2.2 Studies on Pre-service Teacher Identity Formation
2.2.1 External factors contributing to identity formation
2.2.2 Internal factors contributing to identity formation
2.3 Summary of Previous Studies
3.Theoretical Framework
3.1 Dual Process of Wenger’s Framework of Identity Formation
3.1.1 Identification
3.1.2 Negotiation of meanings
3.2 Interactions between Dual Processes
4.Research Design
4.1 Research Methodology
4.1.1 Narrative inquiry
4.1.2 Case study
4.2 Participant Selection
4.3 Data Collection
4.3.1 Interviews
4.3.2 Video recordings
4.3.3 Stimulated recalls
4.4 Data Analysis
5 Results and Discussion
5.1 A Narrative Inquiry into Albert’S Identity Development
5.1.1 Appropriating meanings of EFL teaching before studying teaching
5.1.2 Albert’s identity development:Interactively affected by various factors
5.2 Discussion
5.2.1 Albert’s learner identity formation:Identification and competence
5.2.2 Albert’s teacher identity formation:Participation and meaningnegotiations
6.Conclusion and Implications
6.1 Summary of Findings
6.2 Implications
6.3 Limitations
Bibliography
Appendix