| Acknowledgements | 第1-8页 |
| Abstract | 第8-9页 |
| Abstract (Chinese version) | 第9-10页 |
| Preface (Chinese version) | 第10-14页 |
| Chapter 1 Introduction | 第14-18页 |
| ·Statement of the problem | 第14-15页 |
| ·The researcher's autobiography | 第15页 |
| ·Background of the study | 第15-16页 |
| ·Overview of the thesis | 第16-18页 |
| Chapter 2 Literature Review | 第18-34页 |
| ·Reflection and reflective practice in teacher education | 第18-21页 |
| ·What is reflection? | 第18-20页 |
| ·What is reflective practice? | 第20-21页 |
| ·Teacher professional development defined | 第21-23页 |
| ·What does teacher professional development look like? | 第21-22页 |
| ·Why are we concerned with reflective practice in professional development? | 第22-23页 |
| ·Ways of reflective practice | 第23-28页 |
| ·Writing | 第24-26页 |
| ·Talking | 第26-27页 |
| ·Doing | 第27-28页 |
| ·Review of recent related research | 第28-34页 |
| Chapter 3 Methodology | 第34-46页 |
| ·Participants and setting | 第34-35页 |
| ·Research purpose and questions | 第35-36页 |
| ·Working definition of integrated reflection | 第36-37页 |
| ·The research procedures | 第37-39页 |
| ·Methods of data collection | 第39页 |
| ·Data coding and analysis | 第39-44页 |
| ·Focus and level of reflection | 第40-43页 |
| ·Categories of professional development | 第43-44页 |
| ·Trustworthiness | 第44-45页 |
| ·Ethical considerations | 第45-46页 |
| Chapter 4 Results and Discussion | 第46-77页 |
| ·Quantification: Focus and level of teacher reflection | 第46-52页 |
| ·What did the teachers focus on in their reflective diaries? | 第46-48页 |
| ·How did the level of teachers' reflection develop? | 第48-51页 |
| ·Was there a significant correlation between the focus and the level of reflection? | 第51-52页 |
| ·Narrative: Four teachers' professional development | 第52-70页 |
| ·Mr Gao: Stumbling towards the headwaters | 第52-56页 |
| ·Ms Wang: From a reporter to a commenter | 第56-61页 |
| ·Mr Cui: Zigzagging on the journey | 第61-64页 |
| ·Mr Yue: Surviving self-doubt | 第64-70页 |
| ·Cross-case analysis and further discussion | 第70-77页 |
| ·Integrated reflection as a facilitating tool | 第70-72页 |
| ·Reflection as a way of thinking | 第72-74页 |
| ·Emergent professional development | 第74-77页 |
| Chapter 5 Meta-Reflections | 第77-83页 |
| ·Conclusions | 第77-78页 |
| ·The researcher's reflections | 第78-79页 |
| ·Implications for EFL teacher education | 第79-80页 |
| ·Applications to school-based teacher development | 第80-81页 |
| ·Limitations and recommendations | 第81-83页 |
| References | 第83-89页 |
| Appendix 1 The informed consent (Chinese version) | 第89-90页 |
| Appendix 2 The semi-structured questionnaire | 第90-92页 |
| Appendix 3 The format of reflective teaching diary | 第92-93页 |
| Appendix 4 Handouts for group meetings 1, 3 & 4 | 第93-98页 |
| Appendix 5 The researcher's research journal (Excerpts) | 第98页 |
