本書以多位鄉(xiāng)鎮(zhèn)中學(xué)英語(yǔ)教師為研究對(duì)象，通過(guò)對(duì)多樣化質(zhì)性數(shù)據(jù)的分析和討論，嘗試呈現(xiàn)鄉(xiāng)鎮(zhèn)中學(xué)英語(yǔ)教師專業(yè)角色和身份構(gòu)建的復(fù)雜過(guò)程，探究這些工作在鄉(xiāng)鎮(zhèn)中學(xué)的英語(yǔ)教師群體如何通過(guò)參加教學(xué)培訓(xùn)課程、創(chuàng)新課堂實(shí)踐、師生良好互動(dòng)等來(lái)構(gòu)建自身的教師專業(yè)身份的。 本書的主要內(nèi)容包含本書的研究背景的介紹、本書的研究理論基礎(chǔ)的闡述、本書的研究方法的詳細(xì)解釋、本書的研究實(shí)證數(shù)據(jù)的分析和對(duì)本書的研究結(jié)果的總結(jié)以及深入討論。本書拓展了對(duì)語(yǔ)言教師角色和身份建構(gòu)的內(nèi)涵、身份建構(gòu)的動(dòng)態(tài)過(guò)程的認(rèn)識(shí)，并在此基礎(chǔ)上提出了我國(guó)中學(xué)英語(yǔ)教師教師角色與身份建構(gòu)的理論模型。
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 experi
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