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Chapter One Introduction

1.1 Research Background
Compared to other countries, China’s teacher certification system has its ownpeculiarities owing to a unique education system. Pan’s 2006 study reveals that theindependent teacher education system in the United States has been replaced by the educationdepartments of comprehensive universities taking the responsibility to train teachers. In thelast 20 years, many states in the United States have required 4 years of college education and1-2 years of specialized training so as to ensure that these students are qualified enough to beteachers. Similar to the United States, Japan and UK have also cancelled teacher education.Aspiring teachers in these countries need to study professional knowledge for 3-4 years andthen take another 1-2 years of education training. China keeps the teacher education system to train future teachers and also allows those non-normal university educated students orgraduates to be teachers, but only if they can pass the examination and get the teachercertificate.CNKI, the most often used academic database in China, however, reveals very fewarticles concerned with non-normal university educated students, non-normal universityeducated teachers or non-normal universities, let alone non-normal university educatedEnglish teachers. As for other foreign databases, the researcher can hardly find any articleconcerning with this topic, so the researcher here focus her attention on this group.In 2008, many comprehensive universities set up English teaching major and beganenrolling postgraduates majoring in this.
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1.2 Structure of the Thesis
methodology is a particular social-scientific discourse that occupies a middle groundbetween discussions of method (procedures, techniques) and discussions of issues in thephilosophy of social science (Schwandt, 2007 ).One of the most general and best-knowndistinctions in research methodology is that between qualitative and quantitative research(Dornyei, 2007). Quantitative research is, as the term suggests, concerned with the collectionand analysis of numerical data. It tends to emphasize relatively large-scale and representativesets of data, and is often, falsely in our view, presented or perceived as being about thegathering of `facts'. Qualitative research, on the other hand, is concerned with collecting andanalyzing information in as many forms, chiefly non-numeric, as possible (Blaxter, Hughes &Tight, 1996). It tends to indicate a more “get in and get wet” approach to design where theresearcher gets closer, and in some cases, personal with the subject (Bryman &Burgress,1999).
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Chapter Two Literature Review

2.1 Basic Concepts
In the last decade,teachers’ professional identity has emerged as a separate research area. Bejaard (2006) arguesthat teachers' professional identity implies both a psychological and a sociological perspective:people develop their identity in interaction with other people (sociological perspective), butexpress their professional identity in their perceptions of “who they are” and “who they wantto become” as a result of this interaction (cognitive psychological perspective). Beijaard et al.(1995) define teacher’s professional identity based on three distinctive categories, namely: thesubject one teachers, the relationship with students, and the teacher’s role or role conc本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。