| ACKNOWLEDGEMENTS | 第3-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第6-12页 |
| Chapter One Introduction | 第12-16页 |
| 1.1 Background of the study | 第12-13页 |
| 1.2 Significance of the study | 第13-14页 |
| 1.3 Structure of the thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-36页 |
| 2.1 Learning community | 第16-20页 |
| 2.1.1 Definitions of learning community | 第16-18页 |
| 2.1.2 Requirements of teacher learning community | 第18-20页 |
| 2.2 Theoretical framework of the learning community | 第20-25页 |
| 2.2.1 Learning organization theory | 第20-22页 |
| 2.2.2 Constructivist learning theory | 第22-25页 |
| 2.3 Teacher professional development | 第25-30页 |
| 2.3.1 Essentials of teacher professional development | 第25-28页 |
| 2.3.2 Previous studies of teacher professional development | 第28-30页 |
| 2.4 Teacher training program | 第30-36页 |
| 2.4.1 Relevant terms of teacher training | 第30-31页 |
| 2.4.2 Previous studies of teacher training program | 第31-36页 |
| Chapter Three Research Methodology | 第36-43页 |
| 3.1 Research questions | 第36页 |
| 3.2 Research participants | 第36-38页 |
| 3.3 Research instruments | 第38-41页 |
| 3.3.1 Participant observation | 第38-39页 |
| 3.3.2 Video-recording | 第39页 |
| 3.3.3 Questionnaire | 第39-40页 |
| 3.3.4 Interview | 第40-41页 |
| 3.4 Data collection and analysis | 第41-43页 |
| Chapter Four Results and Discussion | 第43-87页 |
| 4.1 Findings from the inquiry into the training program | 第43-71页 |
| 4.1.1 Constructing the shared vision | 第43-52页 |
| 4.1.1.1 The results of needs investigation | 第44-49页 |
| 4.1.1.2 The outcome of plan designing | 第49-52页 |
| 4.1.2 Creating the collaborative culture | 第52-58页 |
| 4.1.2.1 The observed team ice-breaking action | 第52-54页 |
| 4.1.2.2 The experienced collaborative exploration | 第54-58页 |
| 4.1.3 Conducting the dialogical learning | 第58-66页 |
| 4.1.3.1 The process of theme-based learning | 第58-61页 |
| 4.1.3.2 The performance of demonstration class analysis | 第61-66页 |
| 4.1.4 Pursuing the sustainable development | 第66-71页 |
| 4.1.4.1 The progressive approaches to resource sharing | 第66-69页 |
| 4.1.4.2 The focus on E-community maintenance | 第69-71页 |
| 4.2 Impacts of this program on teachers' professional development | 第71-87页 |
| 4.2.1 Impacts on teachers' professional beliefs | 第73-76页 |
| 4.2.2 Impacts on teachers' professional knowledge | 第76-81页 |
| 4.2.3 Impacts on teachers' professional competence | 第81-87页 |
| Chapter Five Conclusion | 第87-90页 |
| 5.1 Major findings | 第87-88页 |
| 5.2 Limitations of the study | 第88-89页 |
| 5.3 Suggestions for future research | 第89-90页 |
| REFERENCES | 第90-95页 |
| Appendix 1: The schedule of this teacher training program | 第95-97页 |
| Appendix 2: The needs investigation | 第97-99页 |
| Appendix 3: Adapted reading text of the demonstration class | 第99-100页 |
| Appendix 4: The questionnaire of the program's impacts | 第100-101页 |
| Appendix 5: Interview outline of the program's impacts | 第101-102页 |
| Appendix 6: Transcription of interviews | 第102-108页 |
| 攻读学位期间发表的学术论文 | 第108-110页 |
