ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
CONTENTS
Chapter One Introduction
1.1 Background of the research
1.2 Rationale of the research
1.3 Structure of the thesis
Chapter Two Literature Review
2.1 Pedagogical content knowledge(PCK)
2.1.1 Definition of PCK
2.1.2 Constituent components of PCK
2.1.3 Sources of PCK
2.2 Teacher preparation programs for pre-service language teachers’ PCK development
2.2.1 Pre-serviee language teacher
2.2.2 Early field experience
2.2.3 Practicum
2.2.4 Microteaching
2.3 Studies on language teacher’s PCK
2.3.1 Studies on pre-service language teacher’s PCK at home and abroad
2.3.2 Studies on in-service language teacher’s PCK at home and abroad
Chapter Three Theoretical Framework
3.1 National English Curriculum(NEC)
3.1.1 The integrated objective and five sub-objectives in NEC
3.1.2 Requirements on middle school English teacher by NEC
3.2 PCK requirement in NEC
3.2.1 Knowledge of English teaching strategies
3.2.2 Knowledge ofstudents’ learning situation
3.2.3 Knowledge of English teaching resources
3.2.4 Knowledge of assessment of students’ learning
3.2.5 Overarching conceptions of National English Curriculum
Chapter Four Research Methodology
4.1 Research questions
4.2 Research setting:Early field experience (EFE) designed by College of Foreign Languages of ZJNU
4.2.1 The objectives of early field experience
4.2.2 The schedule of early field experience
4.3 Subjects
4.4 Research instrument:Questionnaire
4.5 Procedures
4.5.1 Questionnaire design
4.5.2 Pilot study
4.5.3 Data collection
4.5.4 Data analysis
Chapter Five Results and Discussion
5.1 Impact of EFE on pre-service English teachers’ PCK development
5.2 Impacts of three stages of EFE on pre-service English teachers’ PCK development
5.3 Impacts of EFE tasks on pre-service English teachers’ PCK development
Chapter Six Conclusion
6.1 Summary of major findings
6.2 Implications and applications
6.3 Limitations and suggestions for further study
REFERENCES
APPENDICES
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