声明
摘要
Abstract
Content
1.Introduction
1.1 Background to the research
1.2 Research significance
1.3 Research purposes and research questions
1.4 Layout of the dissertation
2.Literature Review
2.1 Teacher autonomy
2.1.1 Definitions and dimensions of teacher autonomy
2.1.2 The process of teacher autonomy development and measurements
2.1.3 The attributing factors to teacher autonomy
2.1.4 The approach of achieving teacher autonomy
2.2 Research on teacher educators
2.2.1 The definitions of teacher educator
2.2.2 Studies on teacher educators
2.3 Summary of previous studies
3.Research Design
3.1 Research methodology
3.2 Research Context and participant selection
3.2.1 The background knowledge of context
3.2.2 The background knowledge of participant
3.3 Instruments
3.3.1 Semi-structured interview
3.3.3 Portfolio
3.4 Data collection and analysis
4.Results
4.1 Three dimensions of autonomy
4.1.1 Autonomy on teaching practice
4.1.2 Autonomy on academic research
4.1.3 Autonomy on administration
4.2 The formation of teacher autonomy
4.2.1 The first stage:raising awareness
4.2.2 The second stage:changing attitude
4.2.3 The third stage:transferring roles
4.3 Attributing factors to Linda's autonomy
4.3.1 External factors of Linda's autonomy
4.3.2 Internal factors of Linda's autonomy
5.Discussion
5.1 Levels and dimensions of autonomy in AT
5.1.1 Rules in three activity systems
5.1.2 Subjects in three activity systems
5.1.3 Community in three activity systems
5.1.4 The division of labor in three activity systems
5.2 The stages of autonomy
5.3 Process of autonomy development
6.Conclusion
6.1 Summary of main findings
6.2 Implications
6.3 Limitations
Bibliography
Acknowledgments
Appendix