| Abstract | 第3-5页 |
| 中文摘要 | 第6-11页 |
| Chapter One Introduction | 第11-15页 |
| 1.1 Research background | 第11-12页 |
| 1.2 Research purpose | 第12-13页 |
| 1.3 Research significance | 第13-14页 |
| 1.4 Structure of the thesis | 第14-15页 |
| Chapter Two Literature Review | 第15-31页 |
| 2.1 Related Definitions | 第15-22页 |
| 2.1.1 The connotation and characteristics of“profession” | 第15-16页 |
| 2.1.1.1 The connotation of“profession” | 第15页 |
| 2.1.1.2 The characteristics of“profession” | 第15-16页 |
| 2.1.2 Teachers’ professional development | 第16-18页 |
| 2.1.2.1 Definitions from scholars at home and abroad | 第16-17页 |
| 2.1.1.2 Characteristics of teachers’ professional development | 第17-18页 |
| 2.1.3 Teachers’ specialization | 第18-19页 |
| 2.1.3.1 The definition of teachers’ specialization | 第18页 |
| 2.1.3.2 Teachers’ specialization and teachers’ professional development | 第18-19页 |
| 2.1.4 English teachers’ professional development | 第19-22页 |
| 2.1.4.1 The definition of English teachers’ professional development | 第19页 |
| 2.1.4.2 The characteristics of s English teachers’ professional development | 第19-22页 |
| 2.2 Theoretical basis | 第22-29页 |
| 2.2.1 The theory of lifelong learning | 第22-23页 |
| 2.2.1.1 The definition of lifelong learning | 第22页 |
| 2.2.1.2 The connotation of lifelong learning | 第22-23页 |
| 2.2.2 The theory of constructivism | 第23-26页 |
| 2.2.2.1 The definition of constructivism | 第23-24页 |
| 2.2.2.2 The connotation of constructivism | 第24-25页 |
| 2.2.2.3 Teachers under the view of constructivism | 第25-26页 |
| 2.2.4 The theory of action research | 第26-29页 |
| 2.2.4.1 The definition of action research | 第26-27页 |
| 2.2.4.2 The connotation of action research | 第27-29页 |
| 2.3 Current research situation at home and abroad | 第29-31页 |
| 2.3.1 Focus on concrete aspects of English teachers’ professional development | 第29-30页 |
| 2.3.2 Focus on in-service training and the policies of teachers’ education | 第30-31页 |
| Chapter Three Research Methodology | 第31-35页 |
| 3.1 Research subject | 第31页 |
| 3.2 Research questions | 第31-32页 |
| 3.3 Research instruments | 第32-33页 |
| 3.4 Research design | 第33-34页 |
| 3.5 Data collection | 第34-35页 |
| Chapter Four Analysis and Discussion | 第35-48页 |
| 4.1 Basic information about the teachers surveyed | 第35-38页 |
| 4.1.1 Unbalanced gender proportion | 第35页 |
| 4.1.2 Young age | 第35-36页 |
| 4.1.3 High professional title | 第36-37页 |
| 4.1.4 High education | 第37页 |
| 4.1.5 Experienced | 第37-38页 |
| 4.2 The current situation of English teachers’ professional development | 第38-43页 |
| 4.2.1 Positive aspects of the current situation | 第38-39页 |
| 4.2.1.1 Positive basic information | 第38页 |
| 4.2.1.2. Like being a teacher | 第38页 |
| 4.2.1.3. Willing to be an excellent teacher | 第38-39页 |
| 4.2.1.4. Hope for in –service training | 第39页 |
| 4.2.2 Negative aspects of the current situation | 第39-43页 |
| 4.2.2.1 Lack of professional knowledge | 第39-40页 |
| 4.2.2.2 Professional ability to be improved | 第40-41页 |
| 4.2.2.3 Low job satisfaction and income | 第41-42页 |
| 4.2.2.4 Great pressure | 第42页 |
| 4.2.2.5 Problems of teachers’ in –service training | 第42-43页 |
| 4.3 The problems in the senior English teachers’ professional development | 第43-44页 |
| 4.4 The influential factors of senior English teachers’ professional development in Ganzhou | 第44-48页 |
| 4.4.1 Positive influential factors | 第44页 |
| 4.4.1.1Many young female English teachers | 第44页 |
| 4.4.1.2 Desire to be an excellent teacher | 第44页 |
| 4.4.1.3 High professional title and education | 第44页 |
| 4.4.1.4 Hope for in-service training | 第44页 |
| 4.4.2 Negative influential factors | 第44-48页 |
| 4.4.2.1 Lack in –service training | 第44-45页 |
| 4.4.2.2 Inappropriate teacher appraisal systems | 第45页 |
| 4.4.2.3 Face great pressure | 第45-46页 |
| 4.4.2.4 Not carry out school-based research effectively | 第46页 |
| 4.4.2.5 Deficient in professional quality | 第46-47页 |
| 4.4.2.6 Lack the incentive of professional self-development | 第47-48页 |
| Chapter Five Measures | 第48-54页 |
| 5.1 Ways for teachers to seek professional development | 第48-51页 |
| 5.1.1 Strive to enrich their professional knowledge | 第48-49页 |
| 5.1.2 Improve professional competence through reflective teaching | 第49-50页 |
| 5.1.3 Do action research to improve teaching competence | 第50页 |
| 5.1.4 Cultivate the sense of cooperation between teachers | 第50-51页 |
| 5.1.5 Become textbook developers | 第51页 |
| 5.2 Measures for schools to take | 第51-53页 |
| 5.2.1 Attach importance to school-based research and English teachers’ training | 第51-52页 |
| 5.2.2 Optimize school management systems | 第52-53页 |
| 5.3 Government’s financial support | 第53-54页 |
| Chapter Six Conclusion | 第54-56页 |
| References | 第56-59页 |
| Appendix I高中英语教师专业发展情况调查表 | 第59-63页 |
| Appendix II访谈提纲 | 第63-64页 |
| Acknowledgements | 第64页 |
