| Acknowledgements | 第3-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第7-12页 |
| Chapter 1 Introduction | 第12-18页 |
| 1.1 How I developed an interest in this study? | 第12-14页 |
| 1.2 Significance of the study | 第14页 |
| 1.3 Aims and research questions | 第14-16页 |
| 1.4 Overview of the thesis | 第16-18页 |
| Chapter 2 Theoretical Framework | 第18-23页 |
| 2.1 Constructivism and teaching | 第18-20页 |
| 2.2 Meta-cognition and critical thinking | 第20-22页 |
| 2.3 Humanism and teachers as life-long learners | 第22-23页 |
| Chapter 3 Review of Literature | 第23-40页 |
| 3.1 Majors shifts in educational research | 第24-26页 |
| 3.2 Professional development | 第26-28页 |
| 3.2.1 Professional development defined | 第26-27页 |
| 3.2.2 Challenges facing professional development of English teachers in China | 第27-28页 |
| 3.3 Reflection and reflective teaching | 第28-40页 |
| 3.3.1 What is reflection? | 第28-32页 |
| 3.3.2 What is reflective teaching? | 第32-38页 |
| 3.3.2.1 Reflective teaching defined | 第32-34页 |
| 3.3.2.2 Review on recent related research | 第34-35页 |
| 3.3.2.3 Reflective teaching in the setting of China | 第35-38页 |
| 3.3.3 Exploring professional development through reflective teaching | 第38-40页 |
| 3.3.3.1 What is reflective teaching for? | 第38-39页 |
| 3.3.3.2 How can English teachers be reflective? | 第39-40页 |
| Chapter 4 Context of the Study | 第40-49页 |
| 4.1 Research questions | 第41-42页 |
| 4.2 Rationale of the present study | 第42-44页 |
| 4.3 Methodology and instrument | 第44-47页 |
| 4.3.1 Quantitative study | 第44-46页 |
| 4.3.2 Qualitative study | 第46-47页 |
| 4.4 Informants | 第47-49页 |
| 4.5 Reliability of the questionnaire | 第49页 |
| Chapter 5 Results and Analysis | 第49-78页 |
| 5.1 Results of the quantitative study | 第49-61页 |
| 5.1.1 Results indicating correlation between reflective teaching and professional development | 第50-51页 |
| 5.1.2 Reflective teaching and different factors | 第51-61页 |
| 5.1.2.1 Reflective teaching between genders | 第52-53页 |
| 5.1.2.2 Reflective teaching within different groups of degrees | 第53-55页 |
| 5.1.2.3 Reflective teaching within teachers of different titles | 第55-57页 |
| 5.1.2.4 Reflective teaching within different groups of teaching experiences | 第57-59页 |
| 5.1.2.5 Reflective teaching within schools of different levels | 第59-61页 |
| 5.2 Analysis of the quantitative study | 第61-65页 |
| 5.2.1 Teaching experience and its impact on reflective teaching | 第61-63页 |
| 5.2.2 Title and its impact on reflective teaching | 第63-64页 |
| 5.2.3 Balancing pursuit of high degrees and professional development | 第64-65页 |
| 5.3 Results and analysis of the qualitative study | 第65-78页 |
| 5.3.1 Analysis of classroom observation | 第66-72页 |
| 5.3.2 Analysis of open-ended questions through interview and e-mail interaction | 第72-73页 |
| 5.3.3 Analysis of reflective journals | 第73-78页 |
| Chapter 6 Conclusions, Implications and Further Study | 第78-83页 |
| 6.1 Majors findings | 第78-80页 |
| 6.2 Implications of the study | 第80-81页 |
| 6.3 Further study | 第81-83页 |
| Bibliography | 第83-88页 |
| Appendix 1 | 第88-93页 |
| Appendix 2 | 第93-94页 |
