ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
Chapter One Introduction
1 The Origin of the Study
2 Aims and Rationale for the Study
3 The Structure of the Thesis
Chapter Two Literature Review
1 Introduction
2 Teachers’ Professional Identity
2.1 Concept of Teachers’ Professional Identity
2.2 Previous Research on Teachers’ Professional Identity
3 Teachers’ Personal Practical Knowledge
3.1 Definition of Teachers’ Personal Practical Knowledge
3.2 Content of Teachers’ Personal Practical Knowledge
3.3 Influencing Factors of Teachers’ Personal Practical Knowledge
3.4 Previous Research on Teachers’ Personal Practical Knowledge
4 Reading Comprehension
4.1 Concept of Reading
4.2 Processes of Reading
Chapter Three Methodology
1 Material and Method
1.1 Participants
1.2 Questionnaire
1.3 Interview
1.4 Classroom Observation
2 Procedure
Chapter Four The Results of the Study
1 Introduction
2 Content of Each Category of Teachers’ Personal Practical Knowledge
2.1 Subject Matter knowledge
2.2 Student Knowledge
2.3 Knowledge of Student Learning and Understanding
2.4 Knowledge of Purpose
2.5 Knowledge of Curriculum
2.6 Knowledge of Instructional Techniques
Chapter Five Analysis and Discussion
1 Introduction
2 Similarities and Differences in Teachers’ Personal Practical Knowledge
2.1 T9:A Subject-Matter-Oriented Teacher
2.2 T5:A Student-Oriented Teacher
2.3 T4:A Student-Learning-Oriented Teacher
3 Relevant Potential Background Variables in Teachers’ Personal Practical Knowledge
Chapter Six Conclusion
References
Appendix Questionnaire
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