新時(shí)代大學(xué)英語教學(xué)改革與英語教師專業(yè)發(fā)展

Preface
List of Tables
List of Figures
List of Abbreviations
Chapter One Introduction
1.1 Introduction
1.2 Background of the Study
1.3 Statement of the Problem
1.4 Research Objectives
1.5 Research Questions
1.6 Significance of the Study
1.6.1 Guidelines for EFL Teachers Teaching Improvement
1.6.2 Better Experiences for Students Learning and Development
1.6.3 Reflective Teaching
1.6.4 Management
1.7 Definitions of Key Terms
1.7.1 Teacher Professional Development (TPD)
1.7.2 Teaching Practice
1.7.3 Reflection on Teaching
1.7.4 College English Language Teaching Reform
1.7.5 EFL Teachers
1.7.6 Teachers Understanding and Attitude
1.7.7 Academic Communication
1.7.8 Teachers’ Self-learning
1.8 Chapter Summary
1.9 Structure of the Thesis
Chapter Two Literature Review
2.1 Introduction
2.2 College English Language Teaching Reform
2.3 English as a Foreign Language
2.3.1 The Changing Roles of EFL Teachers
2.3.2 EFL Teachers Professional Development on Students
2.3.3 EFL Teachers Professional Competence Profile
2.4 Reviews on Teachers Professional Development
2.4.1 Definition of Teachers Professional Development
2.4.2 History of Teachers Professional Development
2.4.3 English Language Teachers Professional Development
2.4.4 Role and Impact of Teachers Professional Development
2.4.5 Factors Impacting Teachers Professional Development
2.4.5.1 Teachers Attitudes and Understanding
2.4.5.2 National Standards and Policies
2.4.5.3 School Policies on Professional Development
2.4.5.4 Financial Status and Family Burden
2.4.6 Approaches to Teachers Professional Development
2.4.6.1 School-based Teacher Training
2.4.6.2 Action Research and Reflective Learning
2.4.6.3 Collective Learning, Communication and Cooperation
2.5 The Oretical Research Perspectives of Teachers Professional
Development
2.6 Studies on Teachers Professional Development
2.7 Reviews on Teaching Practice
Chapter Three Research Methodology
Chapter Four Findings of the Study
Chapter Five Conclusion and Recommendations