| Abstract | 第1-7页 |
| 摘要 | 第7-11页 |
| Chapter 1 Introduction | 第11-13页 |
| ·The Background and Significance of the Study | 第11页 |
| ·The Aim of the Study and Research Questions | 第11页 |
| ·The Structure of the Thesis | 第11-13页 |
| Chapter 2 Literature Review | 第13-28页 |
| ·Teachers’ Reflective Practice and Teacher Professional Development | 第13-15页 |
| ·The Conception of Reflective Practice | 第13页 |
| ·Significance of Reflective Practice in Beginning English Teacher Development | 第13-15页 |
| ·Studies on Improvement of Reflective Practice through Reflection | 第15-23页 |
| ·Types of Reflection | 第15页 |
| ·Self-reflection | 第15-20页 |
| ·Keeping Journals or Diaries | 第15-17页 |
| ·Audio or Video Recording | 第17页 |
| ·Action Research | 第17-19页 |
| ·Teaching Portfolios | 第19-20页 |
| ·Collaborative Reflection | 第20-23页 |
| ·Collaborative Journal Writing | 第20-21页 |
| ·Clinical Supervision | 第21-22页 |
| ·Peer Observation | 第22-23页 |
| ·Inter-personal Interaction | 第23页 |
| ·Influencing Factors on Levels of Reflective Practice | 第23-26页 |
| ·Contents of Reflection | 第23-24页 |
| ·Levels of Reflection | 第24-26页 |
| ·Summary | 第26-28页 |
| Chapter 3 Theoretical Background | 第28-32页 |
| ·Social Constructivism Theory | 第28-32页 |
| ·Vygotsky’ Social Constructivism Tenets Related to Guided-reflection | 第28-30页 |
| ·Guided-reflection and developmental principles within a Piagetian Framework | 第30-32页 |
| Chapter 4 Research Methodology | 第32-39页 |
| ·Research Questions | 第32页 |
| ·The Participants and Setting | 第32-33页 |
| ·Research Design | 第33-35页 |
| ·Contents of Reflection | 第33-34页 |
| ·Levels of Reflection | 第34-35页 |
| ·Research Procedure | 第35-36页 |
| ·Instruments | 第36-39页 |
| ·The Flanders Interaction Analysis System | 第36-38页 |
| ·Intervention of Beginning-English Teacher’s Learning | 第38-39页 |
| ·Guided Written Reflection | 第38页 |
| ·Collaborative Dialogue | 第38-39页 |
| Chapter 5 Research Findings | 第39-62页 |
| ·Difference between Unguided-reflection and Guided-reflection on the Contents | 第39-41页 |
| ·The Contents in the Beginning English Teachers’ Unguided-reflection Journals | 第39页 |
| ·The Contents in Beginning English Teachers’ Guided-reflection Journals | 第39-41页 |
| ·Difference between Unguided-reflection and Guided-reflection on Levels | 第41-49页 |
| ·Changes of Teacher A’ Reflection Levels | 第41-45页 |
| ·Changes of Teacher B’ Reflection Levels | 第45-47页 |
| ·Changes of Teacher C’ reflection Levels | 第47-49页 |
| ·Conclusion on the Contents and Levels of Reflection | 第49-51页 |
| ·Reflective Practice | 第51-62页 |
| Chapter 6 Conclusions | 第62-65页 |
| ·Major Findings | 第62-63页 |
| ·Implications for Beginning English Teacher Education | 第63-64页 |
| ·Limitations of the Study | 第64-65页 |
| Bibliography | 第65-70页 |
| Appendix 1 Guidelines for Diary Writing | 第70-72页 |
| Appendix 2 Guidelines for Collaborative Dialogue | 第72-73页 |
| Appendix 3 Flanders’ Interaction Analysis Category | 第73-74页 |
| Appendix 4 Tabulating Matrix of Teacher A | 第74-77页 |
| Appendix 5 Tabulating Matrix of Teacher B | 第77-80页 |
| Appendix 6 Tabulating Matrix of Teacher C | 第80-83页 |
| Appendix 7 Samples of Beginning English Teachers’ Diaries | 第83-84页 |
| Acknowledgements | 第84页 |
