声明
摘要
Abstract
Contents
Chapter One Introduction
1.1 The Background of the Research
1.2 Purpose and Significance of the Study
1.3 Overview of Chapters
Chapter Two Literature Review
2.1 Teacher Professional Development
2.1.1 Relevant Terms
2.1.2 Definition of Teacher Professional Development
2.2 Components of Teacher Professional Development
2.2.1 Teacher Professional Knowledge
2.2.2 Teacher Professional Competence
2.3 Teacher Professional Development through Cooperation
2.4 Coteaching
2.4.1 The Definitions of Coteaching
2.4.2 Models of Coteaching
2.4.3 Necessary Elements for Co-teaching
2.5 Studies on Coteaching Abroad and at Home
2.6 Theoretical Foundations
2.6.1 Theory of Constructivism
2.6.2 Theory of Lifelong Autonomous Learning
Chapter Three Methodology
3.1 Research Questions
3.2 Subjects
3.3 Research Instruments
3.3.1 Teacher Journal
3.3.2 Questionnaire
3.3.3 Semi-structure Interview
3.4 Research Procedures
3.5 Data Collection
3.6 Data Analysis
Chapter Four Results and Discussions
4.1.1 The Attitudes towards Coteaching
4.1.2 The Relationship between Coteachers
4.1.3 The Roles of Coteacher in Coteaching
4.1.4 The Effects of Coteaching to Teacher Professional Development
4.1.5 The Evaluation of coteaching
4.2 Results from Teachers’ Journal and Interview
4.2.1 Factors Influencing Coteaching
4.2.2 Coteacher Professional Development in Coteaching
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.2.1 Implications for English Language Teachers
5.2.2 Implications for Administrators
5.3 Limitations of the Present Research
5.4 Suggestions for Further Research
Bibliography
Appendies
Acknowledgements