| Contents | 第1-6页 |
| Acknowledgements | 第6-7页 |
| Abstract | 第7-9页 |
| 摘要 | 第9-10页 |
| Chapter 1 Introduction | 第10-12页 |
| ·Origin of the study: | 第10-11页 |
| ·Aims and rationale of the thesis | 第11-12页 |
| ·Structure of the thesis | 第12页 |
| Chapter 2 Literature Review | 第12-24页 |
| ·Theories on teacher development | 第12-19页 |
| ·What is teacher's professional development? | 第12-14页 |
| ·Researches and developments in language teaching | 第14-19页 |
| ·Research on methods — too many methods about how language should be learnt | 第14-15页 |
| ·Research on learners—the gap between theory and practice | 第15-17页 |
| ·Research on classroom investigation | 第17-18页 |
| ·Research on teachers—understanding language teachers | 第18-19页 |
| ·Educational beliefs | 第19-24页 |
| ·What is belief? | 第19-21页 |
| ·Teacher's beliefs | 第21-24页 |
| ·Definition of teacher's beliefs | 第21页 |
| ·Educational belief and teacher's teaching | 第21-22页 |
| ·Dlassification of teachers' beliefs: | 第22-24页 |
| Chapter 3 Research Methods | 第24-33页 |
| ·Research Background | 第24页 |
| ·The participant | 第24-25页 |
| ·Research methods | 第25-27页 |
| ·Ethnography | 第25-26页 |
| ·Narrative Inquiry | 第26-27页 |
| ·Data Collection | 第27-32页 |
| ·Data collection methods | 第27-30页 |
| ·Case Study | 第27-28页 |
| ·Questionnaires | 第28-29页 |
| ·Interview | 第29-30页 |
| ·Classroom observation | 第30页 |
| ·Data collection | 第30-32页 |
| ·Data analysis—Critical inquiry as a methodology for the study of narrative inquiry | 第32-33页 |
| Chapter 4 Data Analysis | 第33-59页 |
| ·Analysis of the questionnaires: | 第33-50页 |
| ·What qualifications does a good language teacher need to acquire in order to be successful in senior schools | 第33-36页 |
| ·What do you think about your pre-service training? | 第36-37页 |
| ·What do you think about your in-service training? | 第37-40页 |
| ·Beliefs about teaching—How did you learn to teach English? | 第40-42页 |
| ·I learn to teach by teaching—I think what is more important is practice and hard work | 第40-41页 |
| ·I can not answer my students' questions, so I can not be their teachers | 第41-42页 |
| ·Beliefs about themselves: Use one metaphor to describe yourself who teach English as a foreign language. Explain in details what you mean by using the metaphor | 第42-43页 |
| ·Beliefs about learning—What does English language learning mean to your students? | 第43页 |
| ·Beliefs about learners: Use one metaphor to describe your students who study English as a foreign language. Explain in details what you mean by using the metaphor | 第43-45页 |
| ·Write down one motto that affects you most | 第45-47页 |
| ·Morning Reading—Reading aloud and reciting: | 第46页 |
| ·Dictation—100 times for a mistake | 第46-47页 |
| ·What do you think about our examination? | 第47-50页 |
| ·Li Yu's autobiography about her professional experience | 第50-54页 |
| ·Portraits in her students' and colleagues' eyes | 第54-55页 |
| ·Key factors behind—What is the source of your professional development you identified above? Explain your reasons | 第55-59页 |
| Chapter 5 Conclusion | 第59-62页 |
| References | 第62-72页 |
| Appendixes | 第72-105页 |
| Appendix 1 Questionnaires: | 第72-78页 |
| Appendix 2 The autobiography about her professional experience | 第78-88页 |
| Appendix 3 Classroom Observation notes for Miss Li | 第88-89页 |
| Appendix 4 Transcription of interviews with Miss Li's students | 第89页 |
| Appendix 5 Transcription of interviews with Miss Li's colleagues | 第89-90页 |
| Appendix 6 Li Yu's teaching story | 第90-101页 |
| Appendix 7 Li Yu's family background: | 第101-103页 |
| Appendix 8 Interview of Li | 第103-105页 |
