| Acknowledgements | 第1-10页 |
| Abstract | 第10-12页 |
| 摘要 | 第12-14页 |
| Chapter One Introduction | 第14-18页 |
| ·Background of the study | 第14-16页 |
| ·Significance of the study | 第16页 |
| ·Structure of the thesis | 第16-18页 |
| Chapter Two Theoretical Framework | 第18-23页 |
| ·Vygotsky's social constructivism | 第18-20页 |
| ·Wenger's community of practice | 第20-23页 |
| ·The concept of community | 第20-21页 |
| ·Theory of community of practice | 第21-23页 |
| Chapter Three Literature Review | 第23-28页 |
| ·Previous study of TLC | 第23-25页 |
| ·The definition of TLC | 第23-24页 |
| ·The characteristics of TLC | 第24-25页 |
| ·Previous study of teacher professional development | 第25-28页 |
| ·The concept of teacher professional development | 第25-26页 |
| ·Collaborative teacher development | 第26-28页 |
| Chapter Four Methodology | 第28-38页 |
| ·Research setting | 第28-30页 |
| ·The participants | 第30-32页 |
| ·My role as a researcher and a participant | 第32-33页 |
| ·Research methods | 第33-36页 |
| ·Ethnography | 第33-34页 |
| ·Narrative inquiry | 第34-35页 |
| ·Case study | 第35-36页 |
| ·Interview | 第36页 |
| ·Observation | 第36页 |
| ·Data collection | 第36-37页 |
| ·Data analysis | 第37-38页 |
| Chapter Five Research Results and Discussions | 第38-52页 |
| ·Present mechanisms of teacher learning community at work | 第38-46页 |
| ·Collective lesson planning | 第38-41页 |
| ·Classroom observations including public lessons and regular lessons | 第41-43页 |
| ·Mentoring between expert teachers and novice teachers | 第43-44页 |
| ·Teacher support groups | 第44-45页 |
| ·Interscholastic communication and exchange visits | 第45-46页 |
| ·The impact of TLC on teacher professional development | 第46-50页 |
| ·The impact on the understanding of teaching profession | 第48页 |
| ·The impact on the improvement of teacher's professional qualities | 第48-49页 |
| ·The impact on the transformation about their affective states | 第49-50页 |
| ·The existing problems of TLC | 第50-52页 |
| Chapter Six Conclusion | 第52-56页 |
| ·Major findings | 第52-53页 |
| ·Implications | 第53-55页 |
| ·Creating comfortable and democratic environment | 第53-54页 |
| ·Optimizing and reforming formats of collaboration activity | 第54页 |
| ·Promoting the university-school collaborative research | 第54-55页 |
| ·Suggestions for future research | 第55-56页 |
| References | 第56-61页 |
| Appendix A Interview protocols with teachers | 第61-62页 |
| Appendix B Teacher Y's interview | 第62-66页 |
| Appendix C Teachers Xu'story about her public lesson | 第66-67页 |
| Appendix D School administrator's interview | 第67-68页 |
| Appendix E H high school classroom observation procedures | 第68-69页 |
| Appendix F H high school's measurement table for classroom observation | 第69-77页 |
| Appendix G H high school master-teacher studio regulation | 第77-80页 |
| Appendix H Xu's teaching design for public lesson and self-reflection | 第80-84页 |
