| ACKNOWLEDGEMENT | 第3-6页 |
| ABSTRACT | 第6页 |
| 内容提要 | 第11-18页 |
| CHAPTER 1 INTRODUCTION | 第18-33页 |
| 1.1 Why focus on the teacher?1 | 第18-23页 |
| 1.2 What is teacher cognition?6 | 第23-26页 |
| 1.3 Coming of the issue | 第26-28页 |
| 1.4 Research methodology | 第28-30页 |
| 1.5 General organization of the thesis | 第30-33页 |
| CHAPTER 2 RESEARCH ON LANGUAGE TEACHER COGNITION: AN OVERVIEW | 第33-64页 |
| 2.1 Introduction | 第33-35页 |
| 2.2 Some basic notions in ESL/EFL teacher cognition studies | 第35-41页 |
| 2.3 Teacher cognition and classroom practices | 第41-57页 |
| 2.3.1 Cognition and past language learning experience | 第45-48页 |
| 2.3.2 Common reasons for classroom decision making | 第48页 |
| 2.3.3 Cognition and lesson plan departures | 第48-50页 |
| 2.3.4 Cognition and context | 第50-52页 |
| 2.3.5 Cognition and teaching experience | 第52-53页 |
| 2.3.6 PPK, BAK, and pedagogical principles | 第53-57页 |
| 2.4 Teacher cognition and teacher education | 第57-61页 |
| 2.5 Key themes emerging from the studies | 第61-63页 |
| 2.6 Summary | 第63-64页 |
| CHAPTER 3 TEACHER BELIEF SYSTEMS AND DECISION-MAKING | 第64-97页 |
| 3.1 Introduction | 第64-65页 |
| 3.2 The nature of teacher’s belief systems | 第65-82页 |
| 3.2.1 Teaching as a thinking activity | 第65-67页 |
| 3.2.2 Sources of teachers’ belief system | 第67-82页 |
| 3.3 Teachers’ decision-making | 第82-96页 |
| 3.3.1 Planning decisions | 第84-88页 |
| 3.3.2 Interactive decisions | 第88-93页 |
| 3.3.3 Evaluative decisions | 第93-96页 |
| 3.4 Summary | 第96-97页 |
| CHAPTER 4 MAKING SENSE OF EFL TEACHING: TEACHERS’ PRINCIPLES AND CLASSROOM PRACTICES | 第97-132页 |
| 4.1 Introduction | 第97-98页 |
| 4.2 General rationale: importance of teacher thinking on language pedagogy | 第98-103页 |
| 4.3 Research questions | 第103-104页 |
| 4.4 Method | 第104-110页 |
| 4.4.1 The Participants | 第104页 |
| 4.4.2 Procedure of data-collection | 第104-110页 |
| 4.5 Analysis and major findings | 第110-122页 |
| 4.5.1 The principles and practices of the individual teacher | 第114-120页 |
| 4.5.2 From a shared principle to particular practices | 第120-122页 |
| 4.6 Summary and discussion of the study | 第122-131页 |
| 4.6.1 Significance for language pedagogies | 第125-129页 |
| 4.6.2 Research implications | 第129-131页 |
| 4.7 Summary | 第131-132页 |
| CHAPTER 5 TOWARDS A CONCEPTUALIZATION OF CHINESE EFL TEACHER DEVELOPMENT | 第132-177页 |
| 5.1 Introduction | 第132-133页 |
| 5.2 Training, education and development---Clarifying conceptions | 第133-140页 |
| 5.2.1 Two educating strategies | 第134-136页 |
| 5.2.2 Teacher training | 第136-138页 |
| 5.2.3 Teacher development | 第138-139页 |
| 5.2.4 Comparing training and development | 第139-140页 |
| 5.3 Current state of EFL teacher education in China | 第140-148页 |
| 5.3.1 Lack of coherence | 第140-143页 |
| 5.3.2 Three basic challenges | 第143-144页 |
| 5.3.3 Two misconceptions | 第144-148页 |
| 5.4 Role of theory in EFL teacher education | 第148-152页 |
| 5.4.1 Theory: to be or not to be?131 | 第148-149页 |
| 5.4.2 Perceptual, not conceptual, knowledge | 第149-151页 |
| 5.4.3 Making sense of theory | 第151-152页 |
| 5.5 Reflections on some language teacher training models | 第152-157页 |
| 5.5.1 The craft model | 第153-155页 |
| 5.5.2 Imitation vs. application model | 第155-157页 |
| 5.6 Teacher change | 第157-165页 |
| 5.6.1 Three kinds of strategies | 第157-159页 |
| 5.6.2 Application of the strategies | 第159-160页 |
| 5.6.3 Facilitating change | 第160-165页 |
| 5.7 Teacher development through reflective teaching | 第165-175页 |
| 5.7.1 The idea of reflection and reflective teaching | 第165-168页 |
| 5.7.2 Conceptual framework of a Reflective Teaching Practice | 第168-175页 |
| 5.8 Summary | 第175-177页 |
| CHAPTER 6 CONCLUSION | 第177-184页 |
| 6.1 A Brief Summary of the Dissertation | 第177-179页 |
| 6.2 Limitations of the Research | 第179-181页 |
| 6.3 Further efforts to be made | 第181-184页 |
| APPENDIXES | 第184-201页 |
| BIBLIOGRAPHY | 第201-219页 |
