| It is necessary to carry out research on factors influencing the teacher self-concept development, as lies in the facts that teacher development is the core ofquality education and new curriculum reform and furthermore, teacher self- conceptdevelopment is interior incentive power of teacher development. Considering this, thisdissertation emphasizes the decisive factors of educational narrative on theteacher-self-development concept, Based on the synthesis of domestic and overseasresearch, the dissertation theoretically analyzes the influence on teacher self-conceptdevelopment from educational narrative through the questionnaire survey,ContentsAnalysis and Interview Analysis.The research result reveals that: 1. As a reasonable research method, educationalnarrative has been acknowledged by the majority of teachers, who are apt to narratetheir personal life experiences and consequently, educational narrative results insignificant influence on teachers' self-cognition and evaluation. 2. There exist somebasic diversities in their educational narratives due to the different types of teacherswhich are revealed in their genders, educational background, career and the subjecttaught. These diversities fall into time, contents of narratives. 3. The varieties are alsosignificant in the teacher-self-development concept ranging from the participationdegrees to scope of educational narratives grounding on the differences of narrativetime and contents. 4. Teachers' narrative discourse is a concrete and lively messagewhich exhibits the course and track of teacher-self-development concept formationfrom the following perspectives: types of discourses, thesis of discourses, key words,sections of discourses and multi-angle coding individual cases. 5. Interview analysishelps acquire more detailed data and further testifies the research conclusion.Finally, this dissertation advances some speculations from two aspects, i.e.schools and teachers respectively, in the expectation that it will be profit for you.
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