| 摘要 | 第1-6页 |
| Abstract | 第6-10页 |
| Chapter One Introduction | 第10-14页 |
| ·Background of the Study | 第10-12页 |
| ·Significance of the Study | 第12-13页 |
| ·Objectives of the Study | 第13-14页 |
| Chapter Two Literature Review | 第14-31页 |
| ·College English Teaching in China | 第14-16页 |
| ·Teacher Thinking and Beliefs in Relation to Education Reform | 第16-18页 |
| ·Teacher Efficacy | 第18-26页 |
| ·Teacher Efficacy and Student Achievement | 第21-22页 |
| ·Teacher Efficacy and Experience | 第22-23页 |
| ·Teacher Efficacy and Engslish Language Proficiency | 第23-25页 |
| ·Teacher Efficacy in Relation to Educational Reform and Teacher Development | 第25-26页 |
| ·Professional Development:Helping Teachers to Implement Reform | 第26-29页 |
| ·Conclusion | 第29-31页 |
| Chapter Three Methodology | 第31-42页 |
| ·Research Questions | 第31-32页 |
| ·Research Design | 第32-33页 |
| ·Research Stance | 第33-34页 |
| ·Procedure | 第34-36页 |
| ·Research Participants and Collaborative Group | 第36-38页 |
| ·Data Collection | 第38-40页 |
| ·Interview | 第38-39页 |
| ·Journals | 第39页 |
| ·Artifacts | 第39-40页 |
| ·Data Analysis | 第40-42页 |
| Chapter Four Results and Discussion | 第42-70页 |
| ·Findings | 第42-47页 |
| ·Description of the Professional Development Study Group | 第42-46页 |
| ·Development of Professional Development Study Group | 第46-47页 |
| ·Time as a Hindrance to Group Development | 第46-47页 |
| ·Time as a Hindrance to Group Development | 第47页 |
| ·Factors Contributing to Group Development | 第47-53页 |
| ·Role of Facilitator as a Factor Contributing to the Group Development | 第47-48页 |
| ·Growth of Relationships | 第48-53页 |
| ·General Efficacy toward Reform-based College English Instruction | 第53-59页 |
| ·Contributors to Positive General Efficacy Belief Change | 第53-57页 |
| ·Subject Matter and Pedagogical Content Knowledge | 第53-55页 |
| ·Student Benefits | 第55页 |
| ·Other Factors | 第55-57页 |
| ·Hindrances to Positive General Efficacy Belief Change | 第57-59页 |
| ·Prior Beliefs and Knowledge | 第58页 |
| ·Control of student learning | 第58-59页 |
| ·Personal Teaching Efficacy toward CECR-based College English Instruction | 第59-67页 |
| ·Contributors to the Growth of College English Teaching Efficacy | 第59-65页 |
| ·Pedagogical Content Knowledge | 第59-63页 |
| ·Positive Performance Attainment | 第63-64页 |
| ·Other Factors | 第64-65页 |
| ·Hindrances to Positive Personal Teaching Efficacy Belief Change | 第65-67页 |
| ·Prior Knowledge and Beliefs | 第66页 |
| ·Lack of Pedagogical Content Knowledge | 第66-67页 |
| ·Discussion | 第67-70页 |
| Chapter Five Conclusions | 第70-74页 |
| ·Implications for Practice | 第71-72页 |
| ·Limitations | 第72-73页 |
| ·Furture Research Suggestions | 第73-74页 |
| References | 第74-82页 |
| Appendix Ⅰ Sample Interview Questions for Participants:Interview 1 | 第82-83页 |
| Appendix Ⅱ Sample Interview Questions for Participants:Interview 2 | 第83-84页 |
| Appendix Ⅲ Sample Interview Questions for Participants:Interview 3 | 第84-85页 |
| Appendix Ⅳ Sample Group Meeting Format 1 | 第85-86页 |
| Appendix Ⅴ Schedule of Interviews and Study Group Meetings | 第86-87页 |
| Aeknowledgements | 第87-88页 |
| 个人简历 | 第88页 |
| 发表的学术论文 | 第88页 |
