文摘
英文文摘
ACKNOWLEDGEMENTS
Chapter One Introduction
1.1 Origin of the study
1.2 Significance of the study
1.3 Structure of the thesis
Chapter Two Literature Review
2.1 Overview the literature
2.2 Understanding of sustainable learning communities as a living system
2.2.1 Defining learning communities as a living system
2.2.2 Defining the sustainability of learning communities
2.2.3 Spotlighting sustainable issues of learning communities
2.3 Research on RICH-TC
2.3.1 The chronological development of RICH-TC
2.3.2 RICH Education Practice
2.3.3 RICH-TC as a professional learning community
2.4 Summary
Chapter Three Research Methodology
3.1 Research settings
3.1.1 The site
3.1.2 The participants
3.1.3 The Research questions
3.2 Research methodology
3.2.1 Case study
3.2.2 Ethnography
3.2.3 Narrative inquiry
3.3 Data collection and analysis
3.3.1 Data collection
3.3.2 Data analysis
3.3.3 Research limitation
Chapter Four Lived Stories of RICH-TC
4.1 I want to learn the narrative of RICH education
4.1.1 The topics might not be the topics
4.1.2 RICH is too rich!
4.1.3 Education is farming!
4.1.4 Articulation is necessary for financial support
4.1.5 Wind tends to blow and torture the largest tree
4.2 Who seeds and takes care of it?
4.2.1 I am hungry to learn and authoritative in students' learning
4.2.2 I want to join your group discussion
4.2.3 Let's make a change!
4.2.4 Let's liberate the students to learn!
4.2.5 The pratitioners become the rescarchers
4.2.6 Teachers need a home to dwell!
4.2.7 Discipline group is a possible case
4.2.8 Walking, running, and flying are all growing!
4.2.9 Tears and "Gemen" relationship mirror the real life
4.3 Let's empower the teachers!
4.3.1 Hosting should be a historical mission!
4.3.2 Flower is blooming and withering silently
4.3.3 Preparing should center on the teachers' development
4.4 "Buying stories is OK!"
Chapter Five Inquiring the Sustainability of RICH-TC
5.1 Features of RICH-TC as a sustainable professional learning community
5.1.1 Teachers as dream catchers
5.1.2 Teachers as learners
5.1.3 Teachers as students" learning supporters
5.1.4 Teachers as leaders
5.1.5 Teachers as "friends"
5.2 Sustainable factors of RICH-TC as a professional learning community..
5.2.1 Centering on authentic learning
5.2.2 Forming a well-functioning team
Chapter Six Conclusion
6.1 Summary of the findings
6.2 Implication on teacher development
6.3 Further research suggestion
References
Appendices
Appendix 1浙江师范大学外国语学院外语教学与教师发展论坛既要--第 三届全国外语教师教育和教师发展学术研讨会参会分享
Appendix 2以课程为核心的教师发展构想--2008.3月16日RICH教师论坛讨论录音
Appendix 3外语学院英语专业“外语课程与教师发展"学科简介
Appendix 4外语教学与教师发展研究论坛海报
Appendix 5浙江师范大学外国语学院外语教学与教师发展学科群第一次会议纪要
Appendix 6浙江师范大学外国语学院外语教学与教师发展研究工作坊
Appendix 7 RICH学科名称:外语课程与教师发展
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