| Abstract in Chinese | 第3-5页 |
| Abstract in English | 第5-6页 |
| Abbreviations | 第11-12页 |
| Chapter 1 Introduction | 第12-16页 |
| 1.1 Origin of the Present Research | 第12-13页 |
| 1.2 Purpose and Significance of the Present Research | 第13-15页 |
| 1.2.1 Purpose of the Present Research | 第13-14页 |
| 1.2.2 Significance of the Present Research | 第14-15页 |
| 1.3 Organization of the Thesis | 第15-16页 |
| Chapter 2 Literature Review | 第16-29页 |
| 2.1 Relevant Concepts | 第16-19页 |
| 2.1.1 Special-post Teachers | 第16-17页 |
| 2.1.2 Teachers' Professional Development | 第17-18页 |
| 2.1.3 English Teachers' Professional Development | 第18-19页 |
| 2.2 Theoretical Foundation | 第19-25页 |
| 2.2.1 Theories of TPD | 第19-23页 |
| 2.2.2 Maslow's Hierarchy of Needs | 第23-25页 |
| 2.3 Influential Factors of TPD | 第25页 |
| 2.4 Brief Review of Researches on ETPD | 第25-27页 |
| 2.5 Brief Review of Researches on English Special-post Teachers | 第27-29页 |
| Chapter 3 Research Design | 第29-34页 |
| 3.1 Research Questions | 第29页 |
| 3.2 Subjects | 第29-30页 |
| 3.3 Instruments | 第30-32页 |
| 3.3.1 Questionnaire | 第30-32页 |
| 3.3.2 Interview | 第32页 |
| 3.4 Procedures | 第32页 |
| 3.5 Data Analysis | 第32-34页 |
| Chapter 4 Results and Discussion | 第34-62页 |
| 4.1 Results and Analysis of Questionnaire | 第34-55页 |
| 4.1.1 Basic Information of Subjects | 第34页 |
| 4.1.2 General Situation of English Special-post TPD in Junior High Schools in Guangxi | 第34-48页 |
| 4.1.2.1 Teachers' Professional Philosophy | 第36-39页 |
| 4.1.2.2 Teachers' Professional Knowledge | 第39-43页 |
| 4.1.2.3 Teachers' Professional Competence | 第43-46页 |
| 4.1.2.4 Approaches to Teachers' Professional Development | 第46-48页 |
| 4.1.3 Influential Factors on English Special-post TPD in Junior High Schools in Guangxi | 第48-55页 |
| 4.1.3.1 Consciousness of Self-professional Development | 第49-51页 |
| 4.1.3.2 Social Environment | 第51-52页 |
| 4.1.3.3 School Platform | 第52-53页 |
| 4.1.3.4 Collaboration Between Teachers | 第53-54页 |
| 4.1.3.5 School Policies | 第54-55页 |
| 4.2 Results and Analysis of Interview | 第55-59页 |
| 4.2.1 Views on TPD | 第55-57页 |
| 4.2.2 Views on Training | 第57-59页 |
| 4.3 Summary | 第59-62页 |
| Chapter 5 Conclusions | 第62-70页 |
| 5.1 Major Findings | 第62-63页 |
| 5.2 Pedagogical Implications | 第63-68页 |
| 5.2.1 Enhancing the Consciousness of Self-professional Development | 第63-65页 |
| 5.2.2 Optimizing Social Environment | 第65-66页 |
| 5.2.3 Offering a Good School Platform | 第66页 |
| 5.2.4 Strengthening Collaboration Between Teachers | 第66-67页 |
| 5.2.5 Adjusting School Policies | 第67-68页 |
| 5.3 Limitations of the Study | 第68-69页 |
| 5.4 Suggestions for Future Study | 第69-70页 |
| Appendices | 第70-81页 |
| Appendix A | 第70-76页 |
| Appendix B | 第76-77页 |
| Appendix C | 第77-81页 |
| Bibliography | 第81-84页 |
| Acknowledgements | 第84-85页 |
