| Acknowledgements | 第1-7页 |
| 中文摘要 | 第7-8页 |
| Abstract | 第8-10页 |
| Abbreviations | 第10-11页 |
| List of Tables | 第11-12页 |
| List of Figures | 第12-13页 |
| Chapter 1 Introduction | 第13-17页 |
| ·Research Background | 第13-14页 |
| ·Recent Trends in SLTE | 第14-15页 |
| ·Purpose of This Study and Research Questions | 第15-16页 |
| ·Significance of This Study | 第16页 |
| ·Overview of This thesis | 第16-17页 |
| Chapter 2 Literature Review | 第17-28页 |
| ·Teacher Professional Development | 第17-20页 |
| ·Defining TPD | 第17-18页 |
| ·A Constructivism Perspective | 第18-20页 |
| ·Teacher Learning | 第20-25页 |
| ·Teacher Knowledge | 第20-23页 |
| ·Teacher Cognition | 第23-25页 |
| ·Related Studies aboard and in China | 第25-28页 |
| Chapter 3 Research Design | 第28-34页 |
| ·Participants | 第28-31页 |
| ·Instruments | 第31-32页 |
| ·General Questionnaire | 第31页 |
| ·Pre-interview Inventory & Interview Outline | 第31页 |
| ·Field Notes | 第31-32页 |
| ·Data Collection & Analysis | 第32-34页 |
| Chapter 4 Results & Discussions | 第34-54页 |
| ·Learning Experiences | 第34-38页 |
| ·Pre-service Formal Schooling:Planned National Education System | 第34-35页 |
| ·Pre-service Informal Learning:Powerful Hidden Critical Incidents | 第35页 |
| ·In-service Formal Training:Scarce Effective Professional Programs | 第35-37页 |
| ·In-service Informal Learning:Self-directed Teaching & School-based Group Activities | 第37-38页 |
| ·Knowledge & Beliefs | 第38-46页 |
| ·Subject Matter Knowledge:Language Proficiency | 第39-40页 |
| ·Pedagogical Content Knowledge:Teaching Skills | 第40-42页 |
| ·Beliefs about Language:Pragmatism and Humanism | 第42页 |
| ·Beliefs about Students:Love for Students as Parents Love Children | 第42-43页 |
| ·Beliefs about Teachers:Love for Teaching as a Career | 第43-44页 |
| ·Beliefs about Research:Either Non Support or Active Participation | 第44-46页 |
| ·Teaching Practice | 第46-51页 |
| ·Teaching Methods:from Traditional to Situational | 第46-47页 |
| ·Teaching Resources:from Inflexible to Applicable | 第47-49页 |
| ·New Textbooks and Students'Levels:Positive Challenge with Greater Efforts | 第49页 |
| ·Teacher Evaluation and Practical Teaching:Seeking Balance by Personal Patterns | 第49-51页 |
| ·Social Context | 第51-54页 |
| ·Better-off Environments:Cooperative Schools and Favorable Policies | 第51-52页 |
| ·Challenges from Practical Teaching:Individual Efforts and Aspiring Desire | 第52页 |
| ·Unfavorable Realistic Conflicts:Frustrated but Harmonious Adaptation | 第52-53页 |
| ·Narrow-minded Decision Making:Unfortunate but Negotiated Struggle | 第53-54页 |
| Chapter 5 Findings & Suggestions | 第54-59页 |
| ·Interactive Factors of TPD | 第54-56页 |
| ·Normal Education & Professional Programs Play Essential Roles in TPD | 第54页 |
| ·Self-directed Teaching & School-based Activities Provide Diverse Paths to TPD | 第54-55页 |
| ·Perfection of Language & Teaching Serve as Special Professional Qualities of TPD | 第55页 |
| ·Love for Students & Love for Teaching Function as Original Driving Force of TPD | 第55-56页 |
| ·Chinese Social Context Works as Potential External Stimuli of TPD | 第56页 |
| ·Suggestions for TPD | 第56-59页 |
| ·Suggestions for TPD to Educational Administrators | 第56-57页 |
| ·Suggestions for TPD to Teacher Educators | 第57页 |
| ·Suggestions for TPD to Secondary EFL Teachers | 第57-59页 |
| Chapter 6 Conclusions | 第59-61页 |
| ·Summary of This Study | 第59页 |
| ·Limitations of This Study | 第59-60页 |
| ·Areas for Further Research | 第60-61页 |
| Bibliography | 第61-64页 |
| Appendices | 第64-68页 |
| Appendix A | 第64-66页 |
| Appendix B | 第66-67页 |
| Appendix C | 第67-68页 |
| Publications during the Postgraduate Program | 第68-69页 |
