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内容大纲
民办学校教师职业经历是教师教育领域被长期忽视的话题。本书关注教师能动性（Agency），并采用叙事探究和比较分析的研究方法，提出了教师身份认同的两个核心要素。基于此，教师身份认同过程可分为自我超越、决心确认、信心增强和情绪控制四种类型。研究发现教师对其职业目标仍存有歧义、张力和文化特异性特征，并对身份认同感的语言和文化现象进行了批判性的反思，以期更好地理解不同学校背景下教师的经验及其职业身份的形成。 -
作者介绍
刘浩然，厦门大学外文学院助理教授，先后就读于韩国汉阳大学和英国牛津大学，获国际学文学学士、教育学研究论科学硕士和教育学哲学博士。在SSCI期刊上发表论文两篇，主持中央高校业务经费项目1项、横向课题1项。 -
目录
Chapter 1 Introduction and Research Background
1.1 Origin of This Study
1.2 Research Aims and Objectives
1.3 Research Questions
Chapter 2 Primary School Teachers in China：Diversification and Structural Complexity
2.1 Teacher Education and the Global Question on Professional Identity
2.2 The Context of Primary Education and Teacher Education in China
2.3 Ongoing Debate on the Public and the"Private in Education
2.4 The Role of Public and Private Sectors in China's Education System
2.5 The Status Quo of Private School Teachers in China
Chapter3 Literature Review
3.1 Introduction
3.2 Defining Identity
3.3 How Does Professional Identity Affect Teachers' Practices？
3.4 What Develops and Affects TPIs？
3.5 Developing a Conceptual Framework
3.6 Summary
Chapter 4 Research Design and Methodology
4.1 Origin of the Study
4.2 RQs and Research Strategy
4.3 The Pilot Study
4.4 The Sampling Scheme
4.5 The Use of Interviews
4.6 Data Analysis
4.7 Strategies of Comparative Analysis
4.8 Ensuring the Rigour and Quality of Qualitative Research
4.9 Research Ethics and Limitations
4.10 Summary
Chapter 5 Characteristics of TPIs in Willow School and Aspen School(State Schools)
5.1 Introduction
5.2 Introducing Willow School(State School)
5.3 Example Teacher Case：Ruo1an
5.4 Introducing Aspen School
5.5 Example Teacher Case：Xinxin
Chapter 6 Comparing State School TPIs
6.1 Narrative of a Lack of Career Choice
6.2 Addressing Challenges t。SuPPort Students’Learning
6.3 Summary
chapter 7 The Ash InternationaI School and the Redwood Charity schooi(Private Schools)
7.1 Introducing the Ash International Sch001(AIS)
7.2 Example Teacher Case：Baihe
7.3 Introducing the Redwood Charity Sch。ol(RCS)
7.4 Example Teacher Case：Ting
7.5 Summary
Chapter 8 Comparing Private School TPI
8.1 Narratives of Students’Learning and Development
8.2 Narratives of the Curriculum
8.3 Narrative of Job Involvement and Professional Image
8.4 Narratives of Spirituality and Tangible Satisfaction
8.5 Summary
Chapter 9 Comparative Analysis：Exploring the Significance of Contexts
9.1 The Four Orientations of TPI Narratives
9.2 Towards a Typology of Situated TPIs
9.3 Summary
Chapter 10 Discussion and Conclusion
10.1 Teacher Training and Education
10.2 Professionalism and Policy Demands
10.3 Community and Collaborations
10.4 Sense of Vocation and Personal Values
10.5 Revisiting the Concepts of“State’’Versus“Private Schools
10.6 Reflections on Trustworthiness and Quality in Narrative Studies
10.7 Summary of the Contribution tO Knowledge，Strengths Limitations and Recommendations for Further Studies
References
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