文摘
英文文摘
声明
Acknowledgements
Chapter One Introduction
1.1 Rationale for the Study
1.2 Significance and Objectives of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Teachers' Pedagogical Content Knowledge (PCK)
2.1.1 PCK as a Component within Teachers' Knowledge Basis
2.1.2 Definitions of Teachers' PCK
2.1.3 Components of Teachers' PCK
2.1.4 Previous Studies on PCK Abroad and at Home
2.2 Reflective Teaching
2.2.1 Definition of Reflective Teaching
2.2.2 Models of Reflective Teaching
2.2.3 Previous Studies on Reflective Teaching
2.3 The Relationship Between Teachers' PCK and Reflective Teaching in Novice English Teachers' Professional Development
2.3.1 Development of PCK Promoting Novice English Teachers' Professional Development
2.3.2 Reflective Teaching Facilitating the Development of Teachers' PCK
Chapter Three Research Methodology
3.1 Objective
3.2 Participants
3.2.1 Teacher Subjects
3.2.2 Student Participants
3.3 Instruments
3.3.1 Lesson Plan
3.3.2 Classroom Observation
3.3.3 Interview
3.4 Procedure
3.4.1 Reflective Plan
3.4.2 Reflective Teaching
3.4.3 Reflective Evaluation
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Lesson Plan
4.1.1 Teacher A's Lesson Plan
4.1.2 Teacher B's Lesson Plan
4.1.3 An Integrative Analysis of Lesson Plan
4.2 Classroom Observation
4.2.1 Classroom Observation of Teacher A's Classes
4.2.2 Classroom Observation of Teacher B's Classes
4.3 Interview
4.3.1 Interview with Teachers
4.3.2 Interview with Students
4.4 Discussion
Chapter Five Conclusion
5.1 Findings
5.2 Limitations and Recommendations for Further Research
References
Appendix
