| Abstract | 第8-9页 |
| 摘要 | 第10-12页 |
| List of Abbreviations | 第12-15页 |
| Chapter One Introduction | 第15-20页 |
| 1.1 Background of the Research | 第15-17页 |
| 1.2 Purpose and Significance of the Research | 第17-19页 |
| 1.2.1 Purpose of the Research | 第17-18页 |
| 1.2.2 Significance of the Research | 第18-19页 |
| 1.3 Framework of the Thesis | 第19-20页 |
| Chapter Two Literature Review | 第20-38页 |
| 2.1 Teacher Peer Coaching | 第20-26页 |
| 2.1.1 Introduction to Teacher Peer Coaching | 第20-21页 |
| 2.1.2 Literature Review of Teacher Peer Coaching at Home and Abroad | 第21-26页 |
| 2.2 English Teacher Professional Development | 第26-34页 |
| 2.2.1 Introduction to Teacher Professional Development | 第26-27页 |
| 2.2.2 Literature Review of English Teacher Professional Development atHome and Abroad | 第27-34页 |
| 2.3 Theoretical Foundation of the Study | 第34-35页 |
| 2.4 Research on Peer Coaching among Teachers in Their ProfessionalDevelopment at Home and Abroad | 第35-37页 |
| 2.5 Problems Unsolved in the Previous Studies | 第37-38页 |
| Chapter Three Research Methodology | 第38-46页 |
| 3.1 Research Questions | 第38页 |
| 3.2 Research Participants | 第38-40页 |
| 3.3 Research Instruments | 第40-43页 |
| 3.3.1 Questionnaire | 第40-43页 |
| 3.3.2 Interview | 第43页 |
| 3.3.3 Observation | 第43页 |
| 3.4 Data Collection and Analysis | 第43-46页 |
| Chapter Four Results and Discussion | 第46-82页 |
| 4.1 The Implementation of Peer Coaching and its Influences on Junior MiddleSchool English Teachers | 第46-51页 |
| 4.1.1 The Implementation of PC among Junior Middle School EnglishTeachers | 第46-49页 |
| 4.1.2 PC‘s Influences on PD of Junior Middle Schools English Teachers | 第49-51页 |
| 4.2 Differences in PC among Junior Middle School English Teachers withDemographic Variables | 第51-64页 |
| 4.2.1 Differences in PC in terms of Genders | 第52-54页 |
| 4.2.2 Differences in PC in terms of Ages | 第54-57页 |
| 4.2.3 Differences in PC in terms of Teaching Length | 第57-60页 |
| 4.2.4 Differences in PC in terms of Professional Titles | 第60-62页 |
| 4.2.5 Differences in PC in terms of Educational Background | 第62-64页 |
| 4.3 Differences in PC‘s impact on TPD of Junior Middle School English Teacherswith Demographic Variables | 第64-79页 |
| 4.3.1 Differences in PC‘s impact on TPD in terms of Genders | 第65-67页 |
| 4.3.2 Differences in PC‘s impact on TPD in terms of Ages | 第67-70页 |
| 4.3.3 Differences in PC‘s impact on TPD in terms of Teaching Length | 第70-72页 |
| 4.3.4 Differences in PC‘s impact on TPD in terms of Professional Titles | 第72-77页 |
| 4.3.5 Differences in PC‘s impact on TPD in terms of EducationalBackground | 第77-79页 |
| 4.4 Discussion | 第79-82页 |
| Chapter Five Conclusion | 第82-90页 |
| 5.1 Major Findings | 第82-85页 |
| 5.2 Pedagogical Implications | 第85-88页 |
| 5.3 Limitations of the Study | 第88-89页 |
| 5.4 Suggestions for Further Study | 第89-90页 |
| Bibliography | 第90-97页 |
| Appendix I Questionnaire | 第97-100页 |
| Appendix II Interview Questions | 第100-101页 |
| Acknowledgements | 第101页 |
