ACKNOWLEDGEMENTS | 第1-5页 |
ABSTRACT | 第5-6页 |
摘要 | 第6-9页 |
CHAPTER ONE INTRODUCTION | 第9-15页 |
·Research background | 第9-11页 |
·Significance of this study | 第11-12页 |
·Research purposes and questions | 第12-13页 |
·An overview of this study | 第13-15页 |
CHAPTER TWO NEW TRENDS IN EFL TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT | 第15-27页 |
·EFL teacher education and professional development in China | 第15-20页 |
·Two perspectives in EFL teacher education: teacher training vs. teacher development | 第15-18页 |
·Significance of pursuing professional development | 第18-19页 |
·Goals of teacher professional development | 第19-20页 |
·The process of teacher learning and development | 第20-27页 |
·Conceptualizing teacher learning | 第20-22页 |
·The significance of reflective thinking | 第22-24页 |
·Reflective model of professional development | 第24-27页 |
CHAPTER THREE SOCIAL CONSTRUCTIVISM IN EDUCATION AND EFL TEACHER COGNITION | 第27-41页 |
·What is social constructivism | 第27-28页 |
·Social constructivism and EFL teaching and learning | 第28-32页 |
·Main characteristics of social constructivism in education | 第29-30页 |
·The role of EFL teachers in constructivist classroom | 第30-31页 |
·Constructivist view of teacher learning | 第31-32页 |
·Constructivist view of teacher development | 第32页 |
·Prior studies on EFL teacher cognitions research | 第32-41页 |
·Researches on teacher cognition in general education | 第33-35页 |
·Teacher cognition in EFL teaching | 第35-37页 |
·Knowledge base for teaching | 第37-41页 |
CHAPTER FOUR RESEARCH DESIGN AND METHODOLOGY | 第41-50页 |
·Research questions and methodology | 第41-42页 |
·Participants | 第42-43页 |
·Instruments | 第43页 |
·Data analysis and findings | 第43-50页 |
CHAPTER FIVE DISCUSSIONS, IMPLICATIONS AND CONCLUSION | 第50-55页 |
·Discussions | 第50-51页 |
·Implications for teacher development in China | 第51-53页 |
·Suggestions for further research | 第53页 |
·Conclusion | 第53-55页 |
BIBLIOGRAPHY | 第55-59页 |
APPENDIX I THE QUESTIONS FOR INTERVIEW | 第59-60页 |
APPENDIX II SURVEY | 第60-64页 |