| 中文摘要 | 第6-7页 |
| 内容提要 | 第7-14页 |
| Abstract | 第14页 |
| Acknowledgements | 第15-16页 |
| List of Tables | 第16-17页 |
| List of Figures | 第17-21页 |
| CHAPTER 1 INTRODUCTION | 第21-49页 |
| 1.1 BACKGROUND | 第21-28页 |
| 1.2 SIGNIFICANCE OF THE STUDY | 第28-29页 |
| 1.3 OVERALL REVIEW OF LITERATURE | 第29-47页 |
| 1.4 OVERALL STRUCTURE OF THE DISSERTATION | 第47-49页 |
| CHAPTER 2 METHODOLOGY | 第49-67页 |
| 2.1 GETTING CLOSE TO THE FIELD | 第52-53页 |
| 2.2 DATA COLLECTION METHODS | 第53-56页 |
| 2.3 DATA ANALYSIS METHOD | 第56-67页 |
| 2.3.1 Overall stance | 第58-60页 |
| 2.3.2 Narrative inquiry | 第60-62页 |
| 2.3.3 Discourse analysis | 第62-64页 |
| 2.3.4. Conversation analysis | 第64-67页 |
| CHAPTER 3 RESTRUCTURING INSTITUTIONAL DISCURSIVE SPACEFOR CHANGE | 第67-107页 |
| 3.1 BOUNDARIES,BORDER PRACTICE & LEARNING | 第68-72页 |
| 3.2 SYMPOSIUM AS RESTRUCTURING OF INSTITUTIONAL DISCURSIVE PRACTICE | 第72-97页 |
| 3.2.1 Interdisciplinarity as a new vision for the discipline restructuring | 第73-75页 |
| 3.2.2 Panel as a discursive practice to regroup knowledge and communities | 第75-82页 |
| 3.2.3 Negotiating the boundaries of teachers' disciplinary identities | 第82-88页 |
| 3.2.4 Institutionalization towards multi-disciplinary learning organization | 第88-92页 |
| 3.2.5 Learning at an interpersonal space | 第92-93页 |
| 3.2.6 Dialogue between the institutional structure and academic structure | 第93-97页 |
| 3.3 VISiON BUILDING THROUGH CROSS-INSTITUTIONAL DIALOGUE | 第97-103页 |
| 3.3.1 Cross-cultural dialogue | 第97-99页 |
| 3.3.2 Cross-institutional dialogue | 第99-101页 |
| 3.3.3 Cross-disciplinary dialogue | 第101-103页 |
| 3.4 SUMMARY | 第103-107页 |
| CHAPTER 4 COLLABORATIVE INQUIRY TOWARDS CURRICULUMCHANGE | 第107-145页 |
| 4.1 COLLABORATIVE INQUIRY | 第108-110页 |
| 4.2 TRANSFORMING THE CURRICULUM TOWARDS 'WORKPLACE COMMUNICATION' | 第110-131页 |
| 4.2.1 Case-based teaching vs.theory-based teaching | 第111-116页 |
| 4.2.2 Innovation in teaching Business English | 第116-119页 |
| 4.2.3 Collective reflection for innovation in language teaching | 第119-127页 |
| 4.2.4 Dialogue as seeking solutions | 第127-131页 |
| 4.3 NTEGRATINJG 'CULTURE' INTO THE LANGUAGE CURRICULUM | 第131-132页 |
| 4.4 TEACHERS AS RESEARCHERS | 第132-135页 |
| 4.5 REFLECTION ON COMMUNITY DIALOGUE | 第135-140页 |
| 4.6 Dialogue, understanding and genre | 第140-143页 |
| 4.7 SUMMARY | 第143-145页 |
| CHAPTER 5 NARRATING PERSONAL JOURNEY OF CHANGE | 第145-209页 |
| 5.1 NARRATIVE AND TEACHER IDENTITY | 第146-147页 |
| 5.2 MULTIFACETED IDENTITIES | 第147-148页 |
| 5.3 SIX TEACHERS' EXPERIENCE OF IDENTITY EXPLORATION | 第148-206页 |
| 5.3.1 Yingqi—The birth of adjoining territory | 第148-161页 |
| 5.3.2 Li Shuang—Seeking a new identity through classroom experiment | 第161-169页 |
| 5.3.3 Fang Zhujun—Identity exploration at the boundary of Ianguage, communication and education | 第169-180页 |
| 5.3.4 Xiao Hong—Moving towards situated meanings | 第180-186页 |
| 5.3.5 Wen Yunjie—Innovation towards cross-cultural teaching | 第186-192页 |
| 5.3.6 Yue Wanshu—Exploring the boundaries of literature,culture and language studies | 第192-206页 |
| 5.4 SUMMARY | 第206-209页 |
| CHAPTER 6 DISCIPLINING TEACHERS'KNOWING:DISCOURSE OF PERFORMANCE EVALUATION | 第209-241页 |
| 6.1 PERFORMATIVITY AS A TECHNOLOGY | 第211-212页 |
| 6.2 NUMBERS AS GRIDS OF INTELLIGENCE | 第212-213页 |
| 6.3 A DESCRIPTION OF PERFORMANCE EVALUATION MECHANISM | 第213-224页 |
| 6.4 'PERFORMANCE EVALUATION POINTS' AS A CONCEPT TO FRAME TEACHERS'WAYOF KNOWING | 第224-231页 |
| 6.5 DISCOURSE OF PE IN CONFRONTATION WITH THE DISCOURSE OF TEACHER DEVELOPMENT | 第231-237页 |
| 6.6 TEACHERS'LIFE AND WORK IN HARMONY | 第237-241页 |
| CHAPTER 7 CONCLUSION:DIVERSITY TOWARDS TRANSFORMATION | 第241-261页 |
| 7.1 DIVERSITY AS A SPACE OF LEARNING | 第242-249页 |
| 7.2 DIVERSITY IN EDUCATIONAL LEADERSHIP | 第249-251页 |
| 7.3 PROMOTING CULTURAL DIVERSITY FOR TEACHER DEVELOPMENT | 第251-253页 |
| 7.4 REFLECTIONS ON THE STUDY | 第253-261页 |
| REFERENCES | 第261-283页 |
| Appendices | 第283-367页 |
