ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
Chapter One Introduction
1．1 The Origin of the Study
1．2 The Aim of the Study
1．3 The Structure of the Study
Chapter Two Literature Review
2．1 Teacher Development
2．1．1 Definition of Teacher Development
2．1．2 Content of Teacher Development
2．1．3 Ways of Teacher Development
2．1．4 Role of Teacher in Teacher Development
2．2 Teacher Identity
2．2．1 Definition of Teacher Identity
2．2．2 Factors Influencing Teacher Identity
2．2．3 Identity and Teacher Development
Chapter Three Methodology
3．1 Research Questions
3．2 Research Site and Participants
3．3 Research Methods
3．3．1 Case Study
3．3．2 Narrative Inquiry
3．4 Research Procedures
3．4．1 Class Observation
3．4．2 Interview and Email Communication
3．5 Data Analysis
Chapter Four Results and Discussion
4．1 Analysis of R’s Professional Life
4．1．1 Becoming a Teacher Because of “Lack of Imagination”
4．1．2 “He Could Make 9th Century French History Interesting”
4．1．3 “Experienced Teachers Should Civilize Young Teachers”
4．1．4 “I Got Married with Teaching”
4．1．5 Portraits in R’s Colleague’s and Students’
4．2 Analysis of R’s Teaching Practice
4．2．1 Utilizing Anything Available as Educational Resources
4．2．2 Valuing the Feedback
4．2．3 Holding the Record of the Most Easily Failed Course
4．3 Reflection on R’s Identity
Chapter Five Conclusion
5．1 Major Findings
5．2 Implications
5．3 Limitations of the Research and Suggestions for Further Research
References
Appendix Ⅰ：Interview Excerpt1(First Interview with R)
Appendix Ⅱ：Interview Excerpt2(Second Interview with R)
Appendix Ⅲ：Interview Excerpt3(Interview with Students)
Appendix Ⅳ：Class Transcription
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