| Abstract | 第1-5页 |
| 摘要 | 第5-8页 |
| CHAPTER ONE INTRODUCTION | 第8-12页 |
| ·Origin of the Study | 第8-9页 |
| ·Aims and Rationale of this Study | 第9-10页 |
| ·Research Questions | 第10-11页 |
| ·Organization of the Remainder of the Study | 第11-12页 |
| CHAPTER TWO LITERATURE REVIEW | 第12-16页 |
| ·Introduction | 第12-13页 |
| ·Teacher Professional Development | 第12页 |
| ·EFL Teacher’s Professional Development | 第12-13页 |
| ·EFL Teacher’s Professional Development in China | 第13页 |
| ·Foreign EFL Teacher’s Professional Development in the Past Decade | 第13-14页 |
| ·Domestic ELT Professional Development in the Past Decade | 第14-16页 |
| CHAPTER THREE METHODOLOGY | 第16-20页 |
| ·Instruments | 第16-18页 |
| ·Sample | 第18页 |
| ·Data Collection | 第18-19页 |
| ·Data Analysis | 第19-20页 |
| CHAPTER FOUR RESULTS | 第20-58页 |
| ·Basic Information | 第20-30页 |
| ·Age and Gender Distribution | 第20-21页 |
| ·Teaching Experiences and Professional Titles | 第21-22页 |
| ·Educational Background | 第22-24页 |
| ·Weekly Workload | 第24-25页 |
| ·Reflective Thinking and Practices | 第25-26页 |
| ·Correlation between Variables in Basic Information | 第26-30页 |
| ·Academic and Working Context | 第30-37页 |
| ·Working Context | 第30-32页 |
| ·Academic Performance | 第32页 |
| ·Academic Learning | 第32-34页 |
| ·Computer Utilization | 第34页 |
| ·Correlation between Variables in Academic Performance | 第34-37页 |
| ·Learning Strategies | 第37-42页 |
| ·Learning Autonomy | 第37-39页 |
| ·Reflective Learning Strategies | 第39-40页 |
| ·Ordinary Learning Strategies | 第40-41页 |
| ·Other Learning Strategies | 第41-42页 |
| ·Pedagogical Content Knowledge | 第42-53页 |
| ·Curriculum Knowledge | 第42-45页 |
| ·Knowledge of Educational Contexts | 第45-48页 |
| ·Pedagogical Techniques | 第48-51页 |
| ·PCK Quiz | 第51-52页 |
| ·Correlation between PCK Scores and Other Variables | 第52-53页 |
| ·Professional Development | 第53-58页 |
| ·Professional development forms | 第53-55页 |
| ·Professional development problems and countermeasures | 第55-58页 |
| CHAPTER FIVE CONCLUSION | 第58-63页 |
| ·The Influence of Variables of Basic Information was Over-estimated | 第58-59页 |
| ·The Key of Reflection Practice Lies not on Its Frequency but on Its Forms | 第59页 |
| ·Promoting Teaching Capacity may Conflict with the Improvement of Researching Accomplishment | 第59-60页 |
| ·There are Drawbacks in Title Evaluation System | 第60页 |
| ·The Key of EFL Teachers’s Professional Development Lies on the Effectiveness but not the Variety of PD Forms | 第60-61页 |
| ·Limitations | 第61页 |
| ·Further Research | 第61-63页 |
| APPENDIX A: SURVEY | 第63-69页 |
| BIBLIOGRAPHY | 第69-74页 |
| ACKNOWLEDGEMENTS | 第74页 |
