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。

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
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