| 摘要 | 第4-6页 |
| Abstract | 第6-9页 |
| List of Abbreviations | 第15-16页 |
| Acknowledgements | 第16-18页 |
| Chapter 1 Introduction | 第18-30页 |
| 1.1 Research background | 第18-21页 |
| 1.2 Problem statement | 第21-25页 |
| 1.3 Purpose and significance of the study | 第25-27页 |
| 1.4 Overview of the dissertation | 第27-30页 |
| Chapter 2 Literature Review | 第30-88页 |
| 2.1 Language teacher education | 第30-54页 |
| 2.1.1 Historical perspectives | 第30-36页 |
| 2.1.2 Language teacher knowledge | 第36-45页 |
| 2.1.3 Language teacher learning | 第45-54页 |
| 2.2 Language teacher research | 第54-70页 |
| 2.2.1 Teacher research engagement | 第55-58页 |
| 2.2.2 The general state of the art | 第58-67页 |
| 2.2.3 Connectioin between SLA research and teacher research | 第67-70页 |
| 2.3 The sociocultural turn in language teacher education | 第70-88页 |
| 2.3.1 Sociocultural perspectives on language teacher education | 第71-73页 |
| 2.3.2 Review of recent research using a sociocultural approach | 第73-86页 |
| 2.3.3 Integration of language teacher research engagement | 第86-88页 |
| Chapter 3 Theoretical Framework | 第88-118页 |
| 3.1 Vygotskian sociocultural theory | 第88-96页 |
| 3.1.1 Historical and developmental perspectives | 第88-90页 |
| 3.1.2 Mediation, internalization and ZPD | 第90-96页 |
| 3.2 Cultural-historical activity theory | 第96-112页 |
| 3.2.1 Evolution of activity theory | 第96-103页 |
| 3.2.2 Activity system and inner contradictions | 第103-110页 |
| 3.2.3 Foundations of expansive learning | 第110-112页 |
| 3.3 Sociocultural methodological approach | 第112-118页 |
| 3.3.1 Activity system as units of analysis | 第112-114页 |
| 3.3.2 Domains of genetic analysis | 第114-116页 |
| 3.3.3 Longitudinal qualitative approach | 第116-118页 |
| Chapter 4 Methodology | 第118-156页 |
| 4.1 Context and participants | 第118-125页 |
| 4.1.1 Research context and setting | 第118-120页 |
| 4.1.2 Participant recruitment | 第120-121页 |
| 4.1.3 Participant profiles | 第121-125页 |
| 4.2 Research questions | 第125-126页 |
| 4.3 Research procedures and working framework | 第126-130页 |
| 4.4 Data sources and collection procedures | 第130-140页 |
| 4.4.1 Monthly meetings | 第131-133页 |
| 4.4.2 Networking communications | 第133-134页 |
| 4.4.3 Classroom observations | 第134-135页 |
| 4.4.4 Semi-structured questionnaire | 第135-136页 |
| 4.4.5 In-depth interviews | 第136-137页 |
| 4.4.6 Concept maps | 第137-138页 |
| 4.4.7 Research journals | 第138-139页 |
| 4.4.8 Documents | 第139-140页 |
| 4.5 Data analysis | 第140-146页 |
| 4.5.1 Analysis procedures | 第140-142页 |
| 4.5.2 Activity analysis | 第142-144页 |
| 4.5.3 Genetic analysis | 第144-146页 |
| 4.6 Trustworthiness and ethics | 第146-152页 |
| 4.6.1 Research trustworthiness | 第146-150页 |
| 4.6.2 Ethical issues | 第150-152页 |
| 4.7 Methodological summary | 第152-156页 |
| Chapter 5 Activity Analysis of a Teacher Study Group | 第156-266页 |
| 5.1 Holistic description of collective events | 第156-186页 |
| 5.1.1 Group meetings as participation and negotiation | 第157-172页 |
| 5.1.2 Networking communications as a virtual community | 第172-182页 |
| 5.1.3 Classroom observations as an open learning space | 第182-186页 |
| 5.2 Developmental activity system | 第186-263页 |
| 5.2.1 Changing components of the group activity system | 第186-233页 |
| 5.2.2 Multiple levels of contradictions | 第233-254页 |
| 5.2.3 Expansive learning within collaborative communities | 第254-263页 |
| 5.3 Summary from an activity theoretical perspective | 第263-266页 |
| Chapter 6 Genetic Analysis of Language Teacher Development | 第266-340页 |
| 6.1 Transformation of teacher practices | 第266-320页 |
| 6.1.1 Research practice | 第267-297页 |
| 6.1.2 Teaching practice | 第297-320页 |
| 6.2 Reconceptualization of teacher perceptions | 第320-332页 |
| 6.2.1 Teacher research | 第320-327页 |
| 6.2.2 Language teaching and learning | 第327-332页 |
| 6.3 Reconstruction of teacher identity | 第332-338页 |
| 6.3.1 Formation of the identity as a classroom teacher | 第333-336页 |
| 6.3.2 Construction of the identity as a classroom practitioner | 第336-338页 |
| 6.4 Further interpretation and cross-case analysis | 第338-340页 |
| Chapter 7 Discussion | 第340-350页 |
| 7.1 Teacher research as a sociocultural activity system | 第340-342页 |
| 7.2 Practical issues on teacher research engagement | 第342-345页 |
| 7.3 Teacher learning by boundary crossing | 第345-346页 |
| 7.4 Group mediation in collaborative practices | 第346-347页 |
| 7.5 The reconceptualization of language teacher development | 第347-350页 |
| Chapter 8 Conclusion | 第350-364页 |
| 8.1 Major findings | 第350-353页 |
| 8.2 Implications | 第353-355页 |
| 8.3 Limitations | 第355-357页 |
| 8.4 Recommendations for future research | 第357-358页 |
| 8.5 Reflections from the researcher | 第358-364页 |
| References | 第364-407页 |
| AppendixA Semi-Structured Questionnaire | 第407-411页 |
| AppendixB Letter of Invitation to Potential Participants | 第411-413页 |
| AppendixC A Potential Participant's Curriculum Vitae | 第413-414页 |
| AppendixD In-Depth Interviews Protocols | 第414-416页 |
| AppendixE Informed Consent Form | 第416-418页 |
| AppendixF Follow-up Email Interview Protocols | 第418-420页 |
| AppendixG Examples,Practice and Tests of Concept Maps | 第420-423页 |
| AppendixH Examples of Teacher Research Journals | 第423-427页 |
| Selected Publications,Presentations and Projects | 第427页 |
