| Acknowledgements | 第5-6页 |
| 摘要 | 第6-8页 |
| Abstract | 第8-9页 |
| 1. Introduction | 第12-15页 |
| 1.1 Research background | 第12-13页 |
| 1.2 Research significance | 第13-14页 |
| 1.3 Structure of this dissertation | 第14-15页 |
| 2. Literature Review | 第15-23页 |
| 2.1 Research on teacher professional learning community | 第15-18页 |
| 2.1.1 Definitions and characteristics of TPLC | 第15-16页 |
| 2.1.2 Effects of teacher professional learning community on teachers | 第16-18页 |
| 2.2 Research on the practicum | 第18-22页 |
| 2.2.1 Preservice teachers' teaching perceptions in the practicum | 第18-19页 |
| 2.2.2 Preservice teachers'classroom teaching competence in the practicum | 第19-22页 |
| 2.3 Summary | 第22-23页 |
| 3. Research Design | 第23-27页 |
| 3.1 Research purpose and questions | 第23页 |
| 3.2 Context and participants | 第23-25页 |
| 3.3 Research instruments | 第25-26页 |
| 3.3.1 Questionnaire | 第25页 |
| 3.3.2 Interview | 第25-26页 |
| 3.4 Data collection and data analysis | 第26-27页 |
| 4. Results | 第27-45页 |
| 4.1 An overall description of activities in TPLC and preservice teachers' changes inteaching practice | 第27-30页 |
| 4.2 The significant correlation between activities in TPLC and preservice teachers'teaching practice | 第30-41页 |
| 4.2.1 The significant correlation between activities in TPLC and preserviceteachers'teaching perceptions | 第30-33页 |
| 4.2.2 The significant correlation between activities in TPLC and preserviceteachers'teaching design | 第33-36页 |
| 4.2.3 The signifiant correlation between activities in TPLC and preserviceteachers'teacher qualities | 第36-38页 |
| 4.2.4 The significant correlation between activities in TPLC and preserviceteachers'classroom teaching behaviors | 第38-41页 |
| 4.3 The insignificant correlation between activities in TPLC and preservice teachers'teaching practice | 第41-45页 |
| 5. Discussion | 第45-52页 |
| 5.1 The activities in teacher professional learning community | 第45-46页 |
| 5.2 The positive impacts of activities in TPLC on preservice teachers'teachingpractice | 第46-50页 |
| 5.2.1 The positive impacts of activities in TPLC on preservice teachers'teaching perceptions | 第46-47页 |
| 5.2.2 The positive impacts of activities in TPLC on preservice teachers'teaching design | 第47-48页 |
| 5.2.3 The positive impacts of activities in TPLC on preservice teachers'teacherqualities | 第48-49页 |
| 5.2.4 The positive impacts of activities in TPLC on preservice teachers'classroom teaching behaviors | 第49-50页 |
| 5.3 The unrealized impacts of activities in TPLC on preservice teachers' teachingpractice | 第50-52页 |
| 6. Conclusions | 第52-57页 |
| 6.1 Summary of the major findings | 第52-53页 |
| 6.2 Implications for practice | 第53-55页 |
| 6.2.1 The organization of activities in the TPLC during preservice teachers'teaching practicum | 第53-54页 |
| 6.2.2 Roles of different parties concerned during preservice teachers'teachingpracticum | 第54-55页 |
| 6.3 Limitations of the present study | 第55-56页 |
| 6.4 Suggestions for future research | 第56-57页 |
| Bibliography | 第57-63页 |
| Appendices | 第63-67页 |
| Appendix A | 第63-67页 |
| Appendix B | 第67页 |
