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At the beginning of this chapter, the background of the study isintroduced, and the significance of the study is also presented. In addition,the Outline of this paper is elaborated.

0.1 Research Background研究背景
Much of the current research agenda on teaching encompasses craftknowledge, practical knowledge, personal practical knowledge, andpedagogical content knowledge (Fenstermacher, 1994; Hoyle John, 1995).All these types of knowledge refer to teacher knowledge expressed inpractice which is above all, experiential and implicit (Eraut, 1988)Despite a lack of consensus about definitions of the distinctive types ofteacher knowledge in practice (Beijaard & Verloop, 1996), there is someevidence that the research on this knowledge has led to new insights(Darling-Hammond, 1996). As yet, however, researchers still onlyminimally understand teachers' processes of interpreting andpersonalizing theory and integrating it into conceptual frameworks thatguide their actions in practice (Eraut, 1994). Developing such frameworksis more problematic for teachers than for professionals in many otherfields, because teachers are not so much in a "knowing" environment asin a "doing" environment (Clandinin, 1986; Eraut, 1994).Teachers are professionals who perform teaching duties with themission of teaching and educating, fostering socialist construction andsuccessor, improving national quality. In many ways, the problem ofteacher resources is the key issue. The resolution of teacher resourcesdetermines all the other issues which are concerned (Piaget, 1985). Inmodern society, teachers always own the knowledge and ability to qualifyfor the teaching job with the expansion of higher education and theimprovement of quality. What prompts teachers to practice teachinglessons effectively often comes form their mental state, for example, ifthey identity their occupation. Foreign scholars have shown that"teachers' professional identity is inversely related to the level of workingpressure and turnover intention." etc. Teacher is an occupation of"shaping", English is an important approach to promote students overalldevelopment. It's the necessary requirement to enhance English teachers'sense of responsibility and mission.High school English teachers in China have the responsibility toeducate hundreds of thousands middle school students. The teachers caninfluence their students. Their attitude of behavior will cause a lot ripplesin younger hearts. The most important factor which influences teachers'work attitude and behavior is teachers' professional identity. Professionalidentity is the complex of a teacher or teachers' internal career characterto active cognition, experience and tendency. The condition of teachers'professional identity determines their passion and effort of education,which is directly related to the teaching quality and level and also tonational development. The higher level of professional identity is, themore positive of professional cognitive and experiences are. Only whenthe teachers produce positive cognition and experience to their ownoccupation as well as catalyzed and driven by this professional identity,can they renew themselves and surpass themselves constantly, becomegood examples to the stu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。