- 作 者：朱晓燕著
- 出 版 社：南京：南京师范大学出版社
- 出版年份：2004
- ISBN：7811010496
- 标注页数：414 页
- PDF页数：426 页
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Chapter 1 Introduction 1
1.1 Statement of the Problem 1
1.2 Contextual Background 2
1.3 Theoretical Perspectives 3
1.4 Focus of Research 5
1.5 Significance of the Study 6
Chapter 2 Literature Review 7
2.1 Introduction 7
2.2 Development of Novice Teachers 7
2.3 Reflective Practitioners 24
2.4 Teacher Professionalism and the Roles of PCK 31
2.5 Conceptualization:A Synthesized Framework 64
Chapter 3 Background 68
3.1 Introduction 68
3.2 FLT Background and Its Development in China 68
3.3 EFL Teacher Education Programmes in Guangzhou 91
3.4 Summary 96
Chapter4 Methodology 97
4.1 Introduction 97
4.2 Justification for Qualitative Research 97
4.3 Research Design 104
4.4 Various Considerations 122
4.5 Summary 128
Chapter 5 The Case of Betty 129
5.1 Background to Betty 129
5.2 Conceptions of Teaching Purposes 131
5.3 Knowledge of Curriculum 138
5.4 Subject Matter Knowledge 143
5.5 Knowledge of Students 152
5.6 Knowledge of Pedagogy 163
5.7 Knowledge of Self 168
5.8 Pedagogical Content Knowledge 177
Chapter 6 The Case of Jenny 184
6.1 Background to Jenny 184
6.2 Conceptions of Teaching Purposes 186
6.3 Knowledge of Curriculum 193
6.4 Subject Matter Knowledge 201
6.5 Knowledge of Students 209
6.6 Knowledge of Pedagogy 215
6.7 Knowledge of Self 222
6.8 Pedagogical Content Knowledge 228
Chapter 7 The Case of Peter 235
7.1 Background to Peter 235
7.2 Conceptions of Teaching Purposes 237
7.3 Knowledge of Curriculum 246
7.4 Subject Matter Knowledge 252
7.5 Knowledge of Students 259
7.6 Knowledge of Pedagogy 265
7.7 Knowledge of Self 270
7.8 Pedagogical Content Knowledge 278
Chapter 8 The Case of Sandy 286
8.1 Background to Sandy 286
8.2 Conceptions of Teaching Purposes 287
8.3 Knowledge of Curriculum 296
8.4 Subject Matter Knowledge 306
8.5 Knowledge of Students 312
8.6 Knowledge of Pedagogy 316
8.7 Knowledge of Self 321
8.8 Pedagogical Content Knowledge 328
Chapter 9 Discussion 334
9.1 Introduction 334
9.2 Evolution of the Four Teachers' Thinking 335
9.3 The Four Teachers' CLT Practices 341
9.4 Conceptualization of PCK 345
9.5 Understanding Novice Teachers' Professional Learning 355
9.6 Summary 373
Chapter 10 Conclusions 374
10.1 The Findings of the Present Research 374
10.2 The Major Contribution of the Study 376
10.3 Recommendation for Further Research 380
Bibliography 382
Appendices 409
后记 413