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
