| Acknowledgements | 第5-6页 |
| 摘要 | 第6-8页 |
| Abstract | 第8-9页 |
| 1. Introduction | 第12-16页 |
| 1.1 Background of the Research | 第12-14页 |
| 1.2 Research Purposes | 第14页 |
| 1.3 Research Significance | 第14-15页 |
| 1.4 Layout of the Thesis | 第15-16页 |
| 2. Literature Review | 第16-30页 |
| 2.1 Professional Learning Community (PLC) | 第16-20页 |
| 2.1.1 Connotation of PLC | 第16-17页 |
| 2.1.2 Characteristics and forms of PLC | 第17-19页 |
| 2.1.3 PLC and teacher professional development | 第19-20页 |
| 2.2 Teacher Professional Competence Development | 第20-23页 |
| 2.2.1 Content framework of teacher professional competence | 第20-22页 |
| 2.2.2 Teachers' professional competence development in PLC | 第22-23页 |
| 2.3 Novice Teachers' Professional Development | 第23-27页 |
| 2.3.1 Definitions of novice teachers | 第23-24页 |
| 2.3.2 Studies on novice EFL teachers' professional development | 第24-27页 |
| 2.4 Teacher Professional Development from the Perspective of Situated Learning | 第27-30页 |
| 2.4.1 Communities of Practice | 第27-28页 |
| 2.4.2 Learning in Communities of Practice | 第28-30页 |
| 3. Practice of PLC in School Contexts | 第30-33页 |
| Collective lesson preparation | 第30-31页 |
| Collective lesson study | 第31页 |
| Daily classroom observation | 第31-32页 |
| Teaching skills competition | 第32页 |
| Seminars and learning reports | 第32-33页 |
| 4. Research Design | 第33-38页 |
| 4.1 Research Questions | 第33页 |
| 4.2 Research Methodology | 第33-34页 |
| 4.2.1 Qualitative research | 第33-34页 |
| 4.2.2 Case study | 第34页 |
| 4.3 Participants Selection | 第34-35页 |
| 4.4 Data Collection | 第35-37页 |
| 4.4.1 Interview | 第36页 |
| 4.4.2 Video recording and lesson plans | 第36页 |
| 4.4.3 Teaching journals | 第36-37页 |
| 4.5 Data Analysis | 第37-38页 |
| 5. Findings and Discussion | 第38-54页 |
| 5.1 Improvement of Professional Competence in PLC | 第38-48页 |
| 5.1.1 Learning in the domain of professional knowledge | 第38-40页 |
| 5.1.2 Learning in the domain of professional practice | 第40-46页 |
| 5.1.3 Learning in the domain of attributes | 第46-48页 |
| 5.2 Factors Influencing Novice EFL Teachers' Learning in PLC | 第48-50页 |
| 5.2.1 Inner motivation | 第48-49页 |
| 5.2.2 Reflective practice | 第49页 |
| 5.2.3 Leadership | 第49-50页 |
| 5.2.4 Peer support | 第50页 |
| 5.3 Discussion | 第50-54页 |
| 5.3.1 Participation in communities: supporting teacher identity | 第51-52页 |
| 5.3.2 Shared practice: constructing knowledge through problem solving | 第52-54页 |
| 6. Conclusion | 第54-58页 |
| 6.1 Summary of Findings | 第54-55页 |
| 6.2 Implications | 第55-57页 |
| 6.3 Limitations | 第57-58页 |
| Bibliography | 第58-65页 |
| Appendix Ⅰ | 第65-66页 |
| Appendix Ⅱ | 第66-69页 |
