ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Reflective teaching
2.1.1 Definitions of Reflective Teaching
2.1.2 Contents of Reflective Teaching
2.1.3 Levels of Reflective Teaching
2.1.4 Ways of reflective teaching
2.2 Teachers’ Professional Development(TPD)
2.2.1 Definitions of TPD
2.2.2 Stages of TPD
2.2.3 Ways of Teachers’ Professional Development
2.3 Related Studies on Reflective teaching and TPD
2.4 Narrative Inquiry
2.4.1 Definitions of Narrative Inquiry
2.4.2 Narrative Inquiry and Reflective Teaching
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subject
3.3 Research Instruments
3.4 Data Collection and Data Analysis
Chapter Four Narrative Results
4.1 Vivi’s reflective teaching as a student teacher
4.1.1 Reflective teaching on teacher’s beliefs
4.1.2 Reflective teaching on teaching content
4.2 Vivi’s reflective teaching as a novice teacher
4.2.1 Reflective teaching on teacher’s belief
4.2.2 Reflective teaching on teaching content
4.2.3 Reflective teaching on teaching methods
4.3 Vivi’s reflective teaching as a proficient teacher
4.3.1 Reflective teaching on teaching belief
4.3.2 Reflective teaching on teaching content
4.3.3 Reflective teaching on teaching assessment
Chapter Five Analysis and Discussion
5.1 Current situation of young teachers’ reflective teaching
5.1.1 Attitudes towards reflective teaching
5.1.2 Ways of reflective teaching
5.1.3 Factors affecting reflective teaching
5.2 Main Contents of the Young Teacher’s Reflective Teaching
5.3 Professional development through reflective teaching
Chapter Six Conclusions
6.1 Major Findings and implications
6.3 Limitations of the study
REFERENCES
Appendix
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