| Abstract | 第1-8页 |
| 中文概要 | 第8-11页 |
| Chapter One Introduction | 第11-17页 |
| ·Significance of the study | 第11-13页 |
| ·Objective of the study | 第13-15页 |
| ·Outline of the study | 第15-17页 |
| Chapter Two Literature Review | 第17-33页 |
| ·Background | 第17-19页 |
| ·Definition of professional development | 第19-24页 |
| ·Overview of the theory of the teacher professional development | 第24-33页 |
| ·Constructivism and teacher professional self-development | 第24-27页 |
| ·Social Interactionism and teacher professional self-development | 第27-30页 |
| ·Humanism and teacher professional self-development | 第30-33页 |
| Chapter Three Methodology | 第33-36页 |
| ·Subjects of the investigation | 第33-34页 |
| ·Research methodologies and the reasons to choose the methods | 第34页 |
| ·The questionnaire | 第34页 |
| ·Research procedure | 第34-35页 |
| ·Limitations of the methodologies | 第35-36页 |
| Chapter Four Results and Discussions | 第36-45页 |
| ·About the modes of the teacher professional development | 第36-39页 |
| ·Heavy task and professional development | 第39-40页 |
| ·Information and communication technologies (ICT)and professional development | 第40-43页 |
| ·Initial diploma and further education | 第43页 |
| ·Peer interview and cooperation | 第43-45页 |
| Chapter Five Ways of Teacher Professional Development | 第45-60页 |
| ·Self-development | 第45-50页 |
| ·Constant reflection | 第45-48页 |
| ·Teachers' belief | 第48-50页 |
| ·Co-operative development | 第50-55页 |
| ·Sharing with colleagues | 第51-52页 |
| ·Peer observation | 第52页 |
| ·Microteaching | 第52-55页 |
| ·Formal development | 第55-60页 |
| ·In-service training programs | 第55-56页 |
| ·Conferences, seminars and short courses | 第56-57页 |
| ·Integrating information and communication technology (ICT) into teacher professional development | 第57-60页 |
| Chapter Six Conclusion | 第60-63页 |
| ·Implications of the study | 第60-61页 |
| ·Limitations of the study | 第61页 |
| ·Suggestions for further research | 第61-63页 |
| References | 第63-66页 |
| Appendix | 第66-69页 |
