| Abstract | 第4-7页 |
| 中文摘要 | 第8-17页 |
| Abbreviations | 第17-18页 |
| Acknowledgements | 第18-19页 |
| Chapter 1 Introduction | 第19-37页 |
| 1.1 Background of the research | 第19-29页 |
| 1.1.1 Primary EFL curriculum in China | 第19-24页 |
| 1.1.2 Primary EFL teachers and teacher education in China | 第24-29页 |
| 1.2 Significance and purposes of the study | 第29-35页 |
| 1.3 Overview of the dissertation | 第35-37页 |
| Chapter 2 Literature Review | 第37-67页 |
| 2.1 Conceptions of teachers' beliefs | 第37-44页 |
| 2.1.1 TB,TSB,TK,TA,and TC | 第37-40页 |
| 2.1.2 Different views of teachers' beliefs | 第40-44页 |
| 2.2 Teachers' beliefs and teachers' practices | 第44-50页 |
| 2.2.1 The impact of teachers' beliefs on teachers' practice | 第44-48页 |
| 2.2.2 Inconsistency between teachers' beliefs and teachers' practice | 第48-49页 |
| 2.2.3 Debates on "flexibility" of teachers' beliefs | 第49-50页 |
| 2.3 Empirical studies on teachers' beliefs | 第50-67页 |
| 2.3.1 TB studies on various topics | 第50-57页 |
| 2.3.2 TB studies of various groups of teachers | 第57-63页 |
| 2.3.3 TB researches in different methods | 第63-67页 |
| Chapter 3 Theoretical Underpinnings | 第67-101页 |
| 3.1 Underlying educational theories | 第67-73页 |
| 3.1.1 Behaviorism | 第67-68页 |
| 3.1.2 Cognitive theories | 第68-70页 |
| 3.1.3 Humanism | 第70-71页 |
| 3.1.4 Social-cultural theory | 第71-73页 |
| 3.2 Fundamental SLTE approaches | 第73-82页 |
| 3.2.1 Transmission approach | 第74-76页 |
| 3.2.2 Constructivism approach | 第76-78页 |
| 3.2.3 Socio-cultural approach | 第78-82页 |
| 3.3 Socio-cognitive perspective on teachers' beliefs | 第82-87页 |
| 3.4 Knowledge base of teachers' beliefs and self-efficacy | 第87-95页 |
| 3.5 Reconceptualized TB &TSB responsive to the new curriculum | 第95-101页 |
| 3.5.1 TB framework | 第96-97页 |
| 3.5.2 TSB framework | 第97-101页 |
| Chapter 4 Methodology | 第101-109页 |
| 4.1 Research questions | 第101页 |
| 4.2 Participants | 第101-106页 |
| 4.3 Research procedures | 第106-109页 |
| 4.3.1 Instruments | 第107-108页 |
| 4.3.2 Data collection and analysis | 第108-109页 |
| Chapter 5 Factors of TB & TSB | 第109-147页 |
| 5.1 Variance as regards TB | 第109-128页 |
| 5.2 Variance as regards TSB variables | 第128-147页 |
| Chapter 6 Correlations between TB and TSB | 第147-151页 |
| 6.1 Correlations between TB and TSB variables | 第147-149页 |
| 6.2 Amos model of the correlation between TB and TSB | 第149-151页 |
| Chapter 7 "Beliefs" about Professional Problems | 第151-156页 |
| 7.1 Beliefs about professional problems | 第151-153页 |
| 7.2 Beliefs about solutions to the problems | 第153-156页 |
| Chapter 8 Discussion of the Findings and Their Implications | 第156-173页 |
| 8.1 Dicussion of the major findings | 第156-166页 |
| 8.1.1 TB and TSB responsive to Chinese EFF curriculum | 第156-158页 |
| 8.1.2 Variance in TB and TSB as regards background factors | 第158-161页 |
| 8.1.3 Inter-item and intra-item correlations between TB and TSB | 第161-165页 |
| 8.1.4 Professionalism situation of Jiangsu Primary EFL teachers | 第165-166页 |
| 8.2 Pedagogical implications of the research findings | 第166-173页 |
| 8.2.1 Professional development instead of preparation or training | 第166-167页 |
| 8.2.2 Instantaneous interaction as the core ideology of SLTE | 第167-169页 |
| 8.2.3 Pertinent focuses of SLTE programs | 第169-170页 |
| 8.2.4 Primary EFL teacher education activities | 第170-173页 |
| Chapter 9 Conclusions | 第173-177页 |
| 9.1 Contribution of the study | 第173-175页 |
| 9.2 Limitations of the study | 第175-176页 |
| 9.3 Recommendations for future research | 第176-177页 |
| References | 第177-202页 |
| Appendix 1 | 第202-203页 |
| Appendix 2 | 第203-218页 |
| Appendix 3 | 第218页 |
