| Content | 第10-4页 |
| Acknowledgements | 第4-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-9页 |
| List of Tables and Figure | 第9-14页 |
| Chapter One Introduction | 第14-26页 |
| 1.1 Personal Background | 第14-17页 |
| 1.2 Setting | 第17-18页 |
| 1.3 Action Research Cycles | 第18-21页 |
| 1.4 Statement of the Problems | 第21-22页 |
| 1.5 Purpose of the Study | 第22-24页 |
| 1.6 Research Questions | 第24-25页 |
| 1.7 Outline of the Study | 第25-26页 |
| Chapter Two Language Teachers’Professional Development and Educational Research | 第26-52页 |
| 2.1 Brief Introduction to Language Teacher Education | 第26-27页 |
| 2.2 Perspective of Teacher Development | 第27-34页 |
| 2.2.1 Reasons for teacher development | 第28-30页 |
| 2.2.2 Purpose of educational research | 第30-34页 |
| 2.3 Language Teacher Research in China | 第34-38页 |
| 2.3.1 Research on language teacher professional development | 第34-35页 |
| 2.3.2 A shift in research paradigm | 第35-36页 |
| 2.3.3 Content of Chinese research in ELT | 第36-38页 |
| 2.4 Pre-service and In-service Teacher Education | 第38-45页 |
| 2.4.1 The curriculum for English Major Students | 第39-43页 |
| 2.4.2 The missing parts of two curriculums for teacher preparation | 第43-44页 |
| 2.4.3 Problematic practicum | 第44-45页 |
| 2.5 In-service Language Teacher Education | 第45-52页 |
| 2.5.1 Constraints on TEFL academics’development programs | 第48-52页 |
| Chapter Three Action Research and Applications | 第52-77页 |
| 3.1 Definitions of AR | 第52-55页 |
| 3.1.1 Application of AR in my first project | 第54-55页 |
| 3.2 Principles of AR | 第55-67页 |
| 3.2.1.The origin and the development of AR | 第58-61页 |
| 3.2.2 Teacher as researcher | 第61-64页 |
| 3.2.3 Reflective teachers | 第64-67页 |
| 3.3 AR in Foreign Language Area | 第67-71页 |
| 3.3.1 The research areas in the field of language teaching | 第67-68页 |
| 3.3.2 The benefits of AR in the field of language teaching | 第68-69页 |
| 3.3.3 The weaknesses and solutions of AR | 第69-70页 |
| 3.3.4 The future of AR in the field of language teaching | 第70-71页 |
| 3.4 AR in Chinese Context | 第71-77页 |
| 3.4.1 English publications on AR in Hong Kong contexts | 第72-74页 |
| 3.4.2 English publications on AR for TEFL academics in mainland context | 第74-75页 |
| 3.4.3 English publications on AR in general education field | 第75页 |
| 3.4.4 Publications on AR of university language teaching in Chinese journals | 第75-77页 |
| Chapter Four Research Design and Methodology | 第77-89页 |
| 4.1 The Nature of the Study | 第77-78页 |
| 4.2 Selection of Research Site | 第78-79页 |
| 4.3 Selection of Participants | 第79-83页 |
| 4.3.1 Participants in the second cycle | 第80-82页 |
| 4.3.2 Participants in the third cycle | 第82-83页 |
| 4.4 Ethical Procedures of the Study | 第83-84页 |
| 4.5 Data Collection Methods | 第84-87页 |
| 4.6 Limitations of This Study | 第87-89页 |
| Chapter Five FOAR | 第89-112页 |
| 5.1 Research Background | 第89-97页 |
| 5.1.1 Planning | 第91-92页 |
| 5.1.2 Implementing | 第92-94页 |
| 5.1.3 Modifying plan | 第94-96页 |
| 5.1.4 Reimplementing with three teachers | 第96-97页 |
| 5.2 Reflection | 第97-102页 |
| 5.2.1 Replanning | 第98-99页 |
| 5.2.2 Analyzing | 第99-102页 |
| 5.3 Reflection on the Activity | 第102-105页 |
| 5.3.1 Teachers’reflection on the observation | 第103-104页 |
| 5.3.2 Implications of the activity | 第104-105页 |
| 5.4 Findings and Discussion | 第105-112页 |
| 5.4.1 Changes occurred in the experiment teachers | 第105-108页 |
| 5.4.2 Changes occurred in the author | 第108-109页 |
| 5.4.3 Constraining factor | 第109-110页 |
| 5.4.4 Facilitating factor | 第110-112页 |
| Chapter Six SOAR with Six Volunteer Teachers | 第112-133页 |
| 6.1 Planning | 第112-114页 |
| 6.2 Implementing | 第114-121页 |
| 6.3 Reflection Before the 6-month Activity | 第121-123页 |
| 6.3.1 The intention of taking part in the activity | 第121-122页 |
| 6.3.2 Attitude to research and teaching | 第122-123页 |
| 6.3.3 The problems identified by participants | 第123页 |
| 6.4.Reflection after the 6-month Activity | 第123-125页 |
| 6.5 Reflection through a Follow-up Email Survey | 第125-128页 |
| 6.5.1 Personal aims for participation | 第126页 |
| 6.5.2 Feelings during participation | 第126-127页 |
| 6.5.3 Participants’role | 第127页 |
| 6.5.4 Changes occurred in the participants | 第127页 |
| 6.5.5 Reactions from the colleagues | 第127-128页 |
| 6.6 Findings and Discussion | 第128-133页 |
| 6.6.1 The gap between what we discussed and what could be written | 第128-129页 |
| 6.6.2 The relationships within research group members | 第129-130页 |
| 6.6.3 Psychological factors for women teachers | 第130-133页 |
| Chapter Seven SOAR with 20 Student Teachers | 第133-149页 |
| 7.1 Planning | 第133-134页 |
| 7.2 Implementing | 第134-136页 |
| 7.3 Analyzing | 第136-144页 |
| 7.4 Reflection | 第144-149页 |
| 7.4.1 Enhancement in research awareness | 第145-146页 |
| 7.4.2 Inspiration in teaching mode | 第146-147页 |
| 7.4.3 The untargeted research method books | 第147-149页 |
| Chapter Eight Conclusion, implication and Self-Reflection | 第149-157页 |
| 8.1 Conclusions | 第149-150页 |
| 8.1.1 AR helps empower participants | 第149-150页 |
| 8.1.2 AR helps develop collaborative relationships | 第150页 |
| 8.1.3 AR helps implement research education | 第150页 |
| 8.2 Implications | 第150-153页 |
| 8.2.1 Implication for in-service TEFL Academics | 第150-151页 |
| 8.2.2 Implication for pre-service TEFL academics | 第151-152页 |
| 8.2.3 Implication for Chinese Educators | 第152页 |
| 8.2.4 Implication for Chinese Educational Administrators | 第152-153页 |
| 8.3 Self Reflections | 第153-157页 |
| 8.3.1 As a teacher | 第153-154页 |
| 8.3.2 As a teacher researcher | 第154-155页 |
| 8.3.3 As a change agent or facilitator | 第155页 |
| 8.3.4 As a teacher educator | 第155-157页 |
| References | 第157-168页 |
| Appendix One | 第168-171页 |
| Appendix Two | 第171-172页 |
| Appendix Three | 第172-178页 |
| Appendix Four | 第178-188页 |
| Appendix Five | 第188-191页 |
