| Acknowledgements | 第3-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第6-10页 |
| Chapter One Introduction | 第10-14页 |
| 1.1 The origin of the study | 第10-11页 |
| 1.2 Aim and rationale for the study | 第11-13页 |
| 1.3 The structure of the thesis | 第13-14页 |
| Chapter Two Literature Review | 第14-32页 |
| 2.1 Introduction | 第14页 |
| 2.2 Teacher professional development | 第14-32页 |
| 2.2.1 Understanding teacher professional development | 第15-18页 |
| 2.2.1.1 Teacher professional development in China | 第16-17页 |
| 2.2.1.2 EFL teacher professional development | 第17-18页 |
| 2.2.2 Three modes of teacher professional developmen | 第18-23页 |
| 2.2.2.1 Teacher professional development as knowledge and skill development | 第18-20页 |
| 2.2.2.2 Teacher professional development as self-understanding | 第20-21页 |
| 2.2.2.3 Teacher professional development as ecological change | 第21-23页 |
| 2.2.3 Knowledge, power, context and teacher professional development | 第23-32页 |
| 2.2.3.1 Knowledge: the "what" & the "how" | 第24-26页 |
| 2.2.3.2 Power: disempowered teachers & empowerment | 第26-29页 |
| 2.2.3.3 Context: relationship between teachers and the context & three work contexts | 第29-30页 |
| 2.2.3.4 Relationship among knowledge, power, context and teacher professional development | 第30-32页 |
| Chapter Three Research Methodology | 第32-37页 |
| 3.1 Setting | 第32-33页 |
| 3.2 Participants | 第33页 |
| 3.3 Methods | 第33-34页 |
| 3.4 Data collection | 第34-36页 |
| 3.5 Data analysis | 第36-37页 |
| Chapter Four Research Results | 第37-54页 |
| 4.1 Context: it takes a village | 第37-46页 |
| 4.1.1 H University and the College English Group 1 | 第37-42页 |
| 4.1.2 Students and English classroom | 第42-46页 |
| 4.2 Power: "we vision and re-vision our 'selves' as acting, thinking, and feeling persons via power" | 第46-51页 |
| 4.3 Knowledge: "there is no knowledge without a knower" | 第51-53页 |
| 4.4 Afterword | 第53-54页 |
| Chapter Five Analysis and Discussion | 第54-69页 |
| 5.1 Introduction | 第54页 |
| 5.2 The status quo of teacher professional development and barriers to teacher professional development | 第54-65页 |
| 5.2.1 The context is not favorable for teacher professional development | 第54-59页 |
| 5.2.2 Teachers are disempowered | 第59-62页 |
| 5.2.3 Teachers have a narrow understanding of knowledge | 第62-65页 |
| 5.3 A way out for the teachers | 第65-69页 |
| 5.3.1 Understandings of teacher professional development and knowledge need reconstructing | 第65-66页 |
| 5.3.2 The current professional development mode should be shifted from knowledge to knowing | 第66-67页 |
| 5.3.3 Critical reflection should be encouraged as a vital part of professional practice | 第67页 |
| 5.3.4 Community of inquiry is a dynamic force to enhance teacher professional development | 第67-69页 |
| Chapter Six Conclusion | 第69-72页 |
| 6.1 Implications | 第70-71页 |
| 6.2 Limitations | 第71-72页 |
| References | 第72-83页 |
| Appendices | 第83-102页 |
| Appendix I: 教研组长的会议讲话录音 | 第83-84页 |
| Appendix II: An excerpt from reflective journal (27/03/2007) | 第84-85页 |
| Appendix III: 对Wendy的言谈录音记录 | 第85-86页 |
| Appendix IV: Sample Observation Field Notes, Transcriptions | 第86-91页 |
| Appendix V: My class observation account | 第91-92页 |
| Appendix VI: A sample uniform teaching plan | 第92-100页 |
| Appendix VII: 在读期间发表的论文 | 第100-102页 |
