內容大鋼
This study selects three English teachers from rural secondary schools inXishuangbanna Dai Autonomous Prefecture as research participants. Guided by anintegrated theoretical framework (the Identity Formation Theory, the History-in-PersonTheory, Identity-in-Discourse and Identity-in-Practice), this qualitative case study adoptsstimulated-recall interview, non-participant observation, documents and field notes asresearch instruments to generate data.
目錄
Chapter 1 Introduction
1.1 Personal motivation
1.2 Statement of the problem
1.3 Aims of the study
1.4 Research design
1.5 Significance of the study
1.6 Organization of the study
Chapter 2 Research Background
2.1 A brief history of English language teaching and learning in China
2.2 The urban-rural gap in basic education
2.3 Sociocultural context in multiethnic regions
2.4 Rural teachers' professional development and the NTTP
2.5 Summary
Chapter 3 Literature Review
3.1 Identity
3.2 Teachers' identity
3.2.1 Defining teachers' identity
3.2.2 Major issues in teachers' identity research
3.2.3 Teachers' identity and teachers' knowledge
3.2.4 Teachers' identity and teachers' beliefs
3.2.5 Teachers' identity and teachers' agency
3.3 Language teachers' identity
3.3.1 Definitions of LTI
3.3.2 Components of LTI
3.3.3 Previous studies on LTI
3.3.4 Themes in LTI research
3.4 Critiques of previous studies
3.5 An integrated theoretical framework in understanding LTI
3.5.1 Wenger's Identity Formation Theory
3.5.2 The Theory of History-in-Person
3.5.3 Identity-in-Discourse and Identity-in-Practice
3.6 Conceptual framework for the study
3.7 Summary
Chapter 4 Research Design
4.1 The research sites
4.1.1 Yunnan province
4.1.2 Xishuangbanna Dai Autonomous Prefecture
4.1.3 Jinghong city
4.2 Methodology
4.2.1 Qualitative research paradigm
4.2.2 Case study approach
4.2.3 Data collection
4.2.4 Data analysis
4.3 Validity, reliability and ethical considerations
4.4 Summary
Chapter 5 The Case of Jenifer
5.1 Jenifer's biography
5.2 The teaching context
5.2.1 The school
5.2.2 The students
5.2.3 The school-based professional development
5.3 Jenifer's classroom practices before attending the NTTP
5.3.1 The lessonplan
5.3.2 The classroom activities
5.3.3 The teacher's and students' roles
5.4 Jenifer's experiences in attending the NTTP
5.4.1 The Trainer-Training Module
5.4.2 The Demonstration Module
5.4.3 The Distance Education Module
5.5 Jenifer's classroom teaching in the post-NTTP period
5.5.1 The lesson plan
5.5.2 The classroom activities
5.5.3 The teacher's and students' roles
5.6 Jenifer's reflections on doing teacher research
5.6.1 The motivations for doing action research
5.6.2 The personal and contextual constraints
5.6.3 Classroom-level curriculum development
5.7 Discussion and summary
Chapter 6 The Case of Amy
6.1 Amy's biography
6.2 The teaching context
6.2.1 The school
6.2.2 The students
6.2.3 The school-based professional development
6.3 Amy's classroom practices before attending the NTTP
6.3.1 The lesson plan
6.3.2 The classroom activities
6.3.3 The teacher's and students' roles
6.4 "The training does benefit my teaching" --Amy's experiences in attending the NTTP
6.4.1 The Trainer-Training Module
6.4.2 The Demonstration Module
6.4.3 The Distance Education Module
6.5 Amy's classroom practices in the post-NTTP period
6.5.1 The lesson plan
6.5.2 The classroom activities
6.5.3 The teacher's and students' roles
6.6 Amy' s reflection on doing classroom-based research
6.6.1 Amy's motivations for doing research
6.6.2 Doing the classroom-based research
6.6.3 Personal and contextual constraints
6.7 Discussion and summary
Chapter 7 The Case of Kelvin
7.1 Kelvin's biography
7.2 Kelvin's teaching context
7.2.1 The school
7.2.2 The students
7.2.3 The school-based professional development
7.3 Kelvin's classroom practices before attending the NTTP
7.3.1 The lesson plan
7.3.2 The classroom activities
7.3.3 The teacher's and students' roles
7.4 Kelvin's learning experiences in the NTTP
7.4.1 The Trainer-Training Module
7.4.2 The Demonstration Module
7.4.3 The Distance Education Module
7.5 Kelvin' s classroom practice in the post-NTTP period
7.5.1 The lesson plan
7.5.2 Classroom activities
7.5.3 The teacher's and students' roles
7.6 Kelvin's attempts in doing the classroom-based research
7.7 Discussion and summary
Chapter 8 Discussion
8.1 Summary of findings
8.2 Commonalities and discrepancies in building LTI
8.2.1 Creating LTI in personal biographies
8.2.2 Developing LTI in professional experiences before the NTTP
8.2.3 The NTTP--powerful constituent in shaping LTI
8.2.4 LTI negotiated in practicing competing pedagogies
8.2.5 LTI enhanced by the classroom-based research
8.3 Influencing factors on LTI construction
8.3.1 The micro-level influencing factors
8.3.2 The meso-level influencing factors
8.3.3 The macro-level influencing factors
8.4 A tentative model of secondary school language teachers' identity construction
8.5 Summary
Chapter 9 Conclusion
9.1 The major findings of the study
9.2 The major contributions of the study
9.3 The significance and implications for practices
9.4 Limitations and recommendations for further research
Appendix 1 Interview Questions
Appendix 2 Sample of Transcription of Interview
References
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