| Acknowledgements | 第3-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第6-9页 |
| List of Tables | 第9-10页 |
| List of Figures | 第10-11页 |
| List of Abbreviations | 第11-12页 |
| Note on Transcriptions | 第12-13页 |
| Chapter One Introduction | 第13页 |
| 1.1 The origin of the study | 第13-14页 |
| 1.2 Aims and rationale of this study | 第14-16页 |
| 1.3 The structure of the thesis | 第16-18页 |
| Chapter Two Literature Review | 第18-28页 |
| 2.1 Introduction | 第18页 |
| 2.2 Teacher education | 第18-24页 |
| 2.2.1 Knowledge-for-practice and knowledge-and-skills-based pattern of teacher education | 第18-20页 |
| 2.2.2 Knowledge-in-practice and apprenticeship pattern of teacher education | 第20-22页 |
| 2.2.3 Knowledge-of-practice and inquiry communities pattern of teacher education | 第22-24页 |
| 2.3 Understanding teacher education programs as discourse communities | 第24-28页 |
| 2.3.1 General introduction of the concept | 第25-26页 |
| 2.3.2 Discourse communities and genre | 第26-28页 |
| Chapter Three Analytical Framework | 第28-38页 |
| 3.1 Introduction | 第28-29页 |
| 3.2 Critical discourse analysis for the study of teacher education programs | 第29-34页 |
| 3.2.1 Origins of CDA | 第29-30页 |
| 3.2.2 The meaning of "critical" in CDA | 第30-31页 |
| 3.2.3 The notion of "discourse" in CDA | 第31-32页 |
| 3.2.4 The procedure of "analysis" in CDA | 第32-34页 |
| 3.3 Argumentative genre | 第34-38页 |
| 3.3.1 Language,reasoning and culture | 第34页 |
| 3.3.2 Genetic structure of an argument | 第34-36页 |
| 3.3.3 Genre hybridity of argument | 第36-38页 |
| Chapter Four Research Methodology | 第38-44页 |
| 4.1 The research object | 第38-39页 |
| 4.2 Methods | 第39-40页 |
| 4.3 Data collection | 第40-43页 |
| 4.4 Data analysis | 第43-44页 |
| Chapter Five A Critical Inquiry into Two In-service Teacher Education Programs | 第44-86页 |
| 5.1 Argumentative framing of teachers' knowledge | 第44-60页 |
| 5.1.1 The training course organized by the publishing company | 第45-48页 |
| 5.1.2 The analysis of Ms.Qiao's lecture | 第48-60页 |
| 5.1.2.1 Lecture:the overall structure of the genre | 第48-55页 |
| 5.1.2.2 Management argument-- a genre with promotional force | 第55-60页 |
| 5.2 Narrative framing of teachers' knowledge | 第60-83页 |
| 5.2.1 The Ed.M course | 第61-67页 |
| 5.2.1.1 A class sharing personal stories | 第61-64页 |
| 5.2.1.2 An extra-curriculum activity of the course | 第64-66页 |
| 5.2.1.3 A class sharing teaching puzzles | 第66-67页 |
| 5.2.2 The analysis of the class on the topic "Teacher Change" | 第67-83页 |
| 5.2.2.1 Seminar:the overall structure of the genre | 第67-79页 |
| 5.2.2.1.1 Start:Sharing the sayings from ordinary teachers | 第68-69页 |
| 5.2.2.1.2 Presentation genre | 第69-76页 |
| 5.2.2.1.3 Putting forward a puzzle:a seminar in a real sense | 第76-79页 |
| 5.2.2.2 Art argument -- a genre encouraging negotiations | 第79-83页 |
| 5.3 Summary | 第83-86页 |
| Chapter Six Discussion and Implications | 第86-95页 |
| 6.1 Understanding the limits of language | 第86-90页 |
| 6.2 Narrative language:a way out | 第90-92页 |
| 6.3 Summary:grand narrative vs.little narrative | 第92-95页 |
| Chapter Seven Conclusion | 第95-98页 |
| References | 第98-105页 |
| Appendices | 第105-117页 |
| Appendix Ⅰ:In the training course of the teachers' college | 第105-106页 |
| Appendix Ⅱ:The in-service training course organized by the publishing company | 第106-109页 |
| Appendix Ⅲ:The class on "Teacher Change" in the Ed.M Course | 第109-116页 |
| Appendix Ⅳ:Published works | 第116-117页 |
