| Abstract | 第1-8页 |
| 内容摘要 | 第8-14页 |
| Chapter One Introduction | 第14-18页 |
| ·Research Background | 第14-15页 |
| ·Significance of this Study | 第15-16页 |
| ·Purposes of this Research | 第16页 |
| ·An Overview of this Study | 第16-18页 |
| Chapter Two Theoretical Foundation: Prior Studies of Social Constructivism in Education and L2 Teacher Cognition | 第18-33页 |
| ·Social Constructivism and EFL Teaching and Learning | 第18-22页 |
| ·Main characteristics of social constructivism in education | 第18-19页 |
| ·The role of EFL teachers in constructivist classroom | 第19-20页 |
| ·Constructivist view of teacher learning | 第20-21页 |
| ·Constructivist view of teacher development | 第21-22页 |
| ·Prior Studies on L2 Teacher Cognitions Research | 第22-27页 |
| ·Researches on teacher cognition in general education | 第22-24页 |
| ·Teacher cognition in EFL teaching | 第24-27页 |
| ·Current Perspectives on Teachers' Beliefs | 第27-33页 |
| ·Beliefs | 第27页 |
| ·The relationship between teachers' beliefs and knowledge | 第27-29页 |
| ·Sources of teachers' beliefs | 第29-30页 |
| ·Knowledge base for teaching | 第30-33页 |
| Chapter Three Recent Trends on EFL/ESL Teacher Education and Professional Development | 第33-44页 |
| ·EFL Teacher Education and Professional Development in China | 第33-38页 |
| ·Two perspectives on language teacher education: teacher training vs. teacher development | 第33-36页 |
| ·Significance of pursuing professional development | 第36-37页 |
| ·Goals of teacher professional development | 第37-38页 |
| ·Understanding The Process of Teacher Learning and Development | 第38-41页 |
| ·Conceptualizing teacher learning | 第38页 |
| ·Reflective thinking as generator of new knowledge | 第38-39页 |
| ·Wallace's reflective model of professional development | 第39-41页 |
| ·The Relationship Between Teacher Beliefs and Teacher Development | 第41-44页 |
| Chapter Four The Design and Methodology | 第44-60页 |
| ·Research Questions | 第44页 |
| ·Participants | 第44-45页 |
| ·Instruments | 第45-46页 |
| ·Data Analysis | 第46-47页 |
| ·Results and Findings | 第47-57页 |
| ·Results of Research Question 1 (the teachers beliefs) | 第47-50页 |
| ·Results of Research Question 2 (teacher changes in their approach to teaching) | 第50-54页 |
| ·Results of Research Question Three: Sources of change | 第54-57页 |
| ·Discussions | 第57-60页 |
| Chapter Five Implications, Limitations, and Conclusion | 第60-66页 |
| ·Implications for Foreign Language Teacher Education(FLTE) in China | 第60-63页 |
| ·Limitations | 第63页 |
| ·Suggestions for the Future Research | 第63-64页 |
| ·Conclusion | 第64-66页 |
| Notes | 第66-67页 |
| Bibliography | 第67-76页 |
| Appendix 1 The Interview Protocol | 第76-77页 |
| Appendix 2 英语教师专业发展调查 | 第77-79页 |
| Appendix 3 Teacher Development Survey | 第79-80页 |
