| Acknowledgements | 第3-4页 |
| Abstract | 第4页 |
| 摘要 | 第5-6页 |
| List of Tables and Figures | 第6-7页 |
| Table of Contents | 第7-9页 |
| Chapter One Introduction | 第9-13页 |
| 1.1 Research questions generated | 第9-10页 |
| 1.2 The challenges English teachers face under the background of new curriculum | 第10-11页 |
| 1.3 Aims and rationale for the study | 第11-12页 |
| 1.4 The structure of the thesis | 第12-13页 |
| Chapter Two Literature Review | 第13-30页 |
| 2.1 Understanding of some key concepts concerning teacher development | 第13-17页 |
| 2.1.1 Teacher training and teacher education | 第13-14页 |
| 2.1.2 Teacher training and teacher development | 第14-15页 |
| 2.1.3 Teacher training,teacher education and teacher development | 第15-17页 |
| 2.1.4 The working definition of teacher development in this study | 第17页 |
| 2.2 Content of teacher development | 第17-22页 |
| 2.2.1 Review of content issue in teacher education | 第17-19页 |
| 2.2.2 Content issue of teacher development under the background of new curriculum | 第19-22页 |
| 2.3 Models of teacher development | 第22-28页 |
| 2.3.1 Classroom observation | 第23-25页 |
| 2.3.2 Mentoring and coaching | 第25-26页 |
| 2.3.3 Reflective teaching | 第26-28页 |
| 2.4.Factors influencing teachers' professional development | 第28-29页 |
| 2.5 Related research | 第29-30页 |
| Chapter Three Methodology | 第30-35页 |
| 3.1 The setting | 第30页 |
| 3.2 Methods | 第30-32页 |
| 3.2.1 Questionnaire | 第31页 |
| 3.2.2 Interview | 第31页 |
| 3.2.3 Document collecting | 第31-32页 |
| 3.3 Participants | 第32页 |
| 3.4 Data collection | 第32-33页 |
| 3.5 Data analysis | 第33-35页 |
| Chapter Four Results of the survey | 第35-45页 |
| 4.1 Demographic information | 第35-36页 |
| 4.2 Status quo of teacher development | 第36-45页 |
| 4.2.1 Changing beliefs | 第36-38页 |
| 4.2.2 Deficiency in English proficiency | 第38-39页 |
| 4.2.3 Improved pedagogical skills | 第39-41页 |
| 4.2.4 Deficiency in educational theory and research ability | 第41-42页 |
| 4.2.5 Professional quality teachers urgently need to improve and the hindrance to teacher development | 第42-45页 |
| Chapter Five Discussion and Implication | 第45-56页 |
| 5.1 Causes of the status quo of teacher development | 第45-51页 |
| 5.1.1 Evaluation policy putting students testing scores as the top priority | 第45-47页 |
| 5.1.2 Time limitation and heavy workload | 第47-48页 |
| 5.1.3 Inadequacy of activities for teacher development | 第48-51页 |
| 5.2 Implications of this study | 第51-56页 |
| 5.2.1 What the administration could do | 第51-54页 |
| 5.2.2 What teachers could do | 第54-56页 |
| Chapter Six Conclusion | 第56-58页 |
| Bibliography | 第58-65页 |
| Appendices | 第65-71页 |
| Appendix Ⅰ | 第65-67页 |
| Appendix Ⅱ | 第67-68页 |
| Appendix Ⅲ | 第68-69页 |
| Appendix Ⅳ | 第69-71页 |
