理解教师成长中的身份认同：对两位高中英语教师职业生涯的案例研究-课程与教学论(英语教育学)专业论文.docxVIP

IIIII IIIII 111111111 11 Illlll 11111 1 LIqlllll帅 ACKNOWLDEGEMENT Y1 804324 This thesis is the product of many people，to whom I aln extremely grateful． First and foremost，1 would like to express my heartiest gratitude to my respect supervisor,Professor Huang Aifeng，whose full devotion to teaching；enthusiasm for narrative inquiry and her strong commitment to research work have inspired me during my study．Her insightful guidance and critical comments are greatly valuable and helpful to my research and thesis．Without her constant encouragement and supervision this thesis could not have been created． Besides，my gratitude should be expressed to all the teachers and students involved in the research．Without their participation and cooperation，this research could not be conducted smoothly． I锄also grateful to all my teachers during my postgraduate study at The College of Foreign Languages，Zhej iang Normal University,especially to Prof．Wu Zongj ie，Prof． Zheng Zhilian，and Prof．Wu Benhu，whose excellent courses and personal integrity made a lasting impression upon me． Thanks also to my friends Li Yue’e and Jiang Shuling who provided me with useful suggestions and a large number of literature sources．My friend Yang Mingrui，who has read my draft and helped make this thesis a better one also deserve my thanks． Last but not the least，1 wish to express my sincerest gratitude to my family members．Their love，care and understanding throughout the process of the study and the writing of the thesis keep me going on． 1 will never fully express my gratitude to these people．HoweveL I alone am responsible for all the errors that may Occur in this thesis． 4-.41416···1 1 1 ABSTRACTThe ABSTRACT The field of teacher professional development is a growing and challenging area that has received increasing attention over the past decades．Compared、析th other aspects of teacher profession，identity is considered to be very essential in teaching． Palmer(1 998)argues that the essence of teaching is not t