| 1 INTRODUCTION | 第1-19页 |
| ·Objective | 第11页 |
| ·Background | 第11-12页 |
| ·Significances | 第12页 |
| ·Conceptual framework | 第12-17页 |
| ·The teacher's concerning theory | 第12-14页 |
| ·The critical periods of TPD | 第14-15页 |
| ·The channels of TPD | 第15页 |
| ·The standard of FLT | 第15-17页 |
| ·THE VARIABLES AND THEIR DEFINITIONS | 第17-19页 |
| ·The FLT's belief | 第17-18页 |
| ·Personality | 第18-19页 |
| ·Motivation | 第19页 |
| ·ASSUMPTIONS AND RISK | 第19页 |
| ·Assumptions | 第19页 |
| ·The risk of the research | 第19页 |
| 2 LITERATURE REVIEW | 第19-29页 |
| ·THE COGNIZANCE OF TPD | 第21-23页 |
| ·The definitions of TPD | 第21-22页 |
| ·The connotation of high-quality teacher's professional structure | 第22-23页 |
| ·THE STUDY OF TPD'S STAGES | 第23-27页 |
| ·The study of teachers' career lifecycle framework | 第23-24页 |
| ·The study of teachers' psychological framework | 第24-25页 |
| ·The study of teachers' socializing framework | 第25-26页 |
| ·The study of concerning framework | 第26页 |
| ·The study of overall framework | 第26-27页 |
| ·The STUDY OF FLT's PD | 第27-28页 |
| ·THE STUDY OF HIGH-QUALITY FLTS | 第28-29页 |
| 3 SAMPLES AND RESEARCH METHODS | 第29-32页 |
| ·DATA SOURCE AND SAMPLING PROCEDUR | 第29-30页 |
| ·The concept and origin of the backbone teacher in terms of EBTs | 第29-30页 |
| ·Data source | 第30页 |
| ·HOW TO SAMPLE AND DISTRIBUTION | 第30页 |
| ·THE RESEARCH METHODS | 第30-32页 |
| ·Literature search | 第30-31页 |
| ·Questionnaire survey | 第31-32页 |
| ·Case studies | 第32页 |
| ·THE STATISTIC TOOLS | 第32页 |
| 4 DATA ANALYSIS AND DISCUSSION | 第32-44页 |
| ·ABOUT EBTS'PD | 第32-37页 |
| ·What stage are BETs located in? | 第32-33页 |
| ·The critical persons, critical accidents of EBTs' growth | 第33-35页 |
| ·The case study about EBTs' growth | 第35-37页 |
| ·About EBTs' beliefs | 第37-43页 |
| ·EBTs'belief of English language itself | 第37-39页 |
| ·EBTs' belief of language learning and teaching | 第39-40页 |
| ·EBTs'belief of TPD | 第40-43页 |
| ·THE PERSONALITY AND MOTIVATION OF EBTS | 第43-44页 |
| ·The distribution of personalities | 第43-44页 |
| ·The motivation | 第44页 |
| 5 IMPLICATION | 第44-49页 |
| ·Implication from the characteristic of English language | 第44-45页 |
| ·Implication from EBTs ' belief of English learning and teaching | 第45-49页 |
| ·English learning | 第45-47页 |
| ·English teaching | 第47-49页 |
| ·Implication from EBTs'belief of TPD | 第49页 |
| 6 CONCLUSION | 第49-53页 |
| ·THE WEAKNESSES OF EBTS | 第50页 |
| ·A REDEFINITION OF HIGH-QUALITY FLT | 第50-51页 |
| ·Recommendations to FLTs' self-renewal PD | 第51-53页 |
| Annexe 1 Teacher's concern checklist | 第53页 |
| Annexe 2 English teacher beliefs checklist | 第53-55页 |
| Annexe 3 Scaled questionnaire about English teaching | 第55-57页 |
| Annexe 4 The standard of one effective language lesson in your mind | 第57页 |
| Annexe 5 How to evaluate one lesson | 第57-58页 |
| Annexe 6 The namelist of 50 subjects who returned valid questionnaire | 第58-60页 |
| Bibliography | 第60-62页 |
