CHAPTER 1 INTRODUCTION
1.1 The Research Problem
1.2 Background
1.3 Significance of the Study
1.4 Definition of Terms
1.5 Organization of Thesis
CHAPTER 2 LITERATURE REVIEW h EFL TEACHER EDUCATION
2.1 Concepts and Issues in EFLTeacher, Education
2.1.1 Teacher Training and Teacher Education
2.1.2 Theoretical Issues
2.1.3 Teacher Knowledge Base and Competencies
2.2 Development and Research
2.2.1 EFL Teacher Education Development
2.2.2 Approaches and Models
2.2.3 Research in Language Teacher Education
2.3 EFL Teacher Education in China
2.3.1 General Background Situation
2.3.2 EFL Teacher Education and Research
2.4 Summary
CHAPTER 3 LITERATURE REVIEW II: CURRICULUM AND CURRICULUM STUDIES
3.1 Definitions
3.1.1 Curriculum
3.1.2 Goals and Objectives
3.1.3 Curriculum Organization
3.1.4 Curriculum Planning
3.1.5 Stakeholders
3.2 Curriculum Development
3.2.1 Curriculum Planning Process
3.2.2 Needs Analysis
3.2.3 Roles of Participants
3.2.4 Research
3.3 Evaluation
3.3.1 Concepts, Approaches and Procedures
3.3.2 Evaluation Research
3.4 Curriculum Studies in China
3.4.1 Teacher Education Institutions and Their Curricula
3.4.2 Studies in Curriculum Development
3.5 Summary
CHAPTER 4 RESEARCH METHODS
4.1 Research Design
4.2 Participants
4.2.1 Cases
4.2.2 Research Liaisons
4.2.3 Stakeholders
4.3 Instrumentation
4.3.1 Design of the Interview Protocols
4.3.2 Design of the Questionnaire
4.3.3 Documents
4.4 Data Collection Procedures
4.4.1 Case Site Visits
4.4.2 Interviews
4.4.3 Administration of the Questionnaire Survey
4.4.4 Collection of Documents
4.5 Data Processing Procedures
4.5.1 Processing Qualitative Data
4.5.2 Processing Quantitative Data
4.5.3 Modes of Analysis
4.6 Research Trustworthiness
4.6.1 Research Validity
4.6.2 Research Reliability
4.7 Research Ethics
4.8 Limitations
4.9 Summary
CHAPTER 5 FINDINGS OF CASE A
5.1 Profile
5.1.1 The University
5.1.2 The Department of Foreign Languages and Literature
5.1.3 The BA/TEFL Program
5.2 Curriculum Development Process
5.2.1 Regular Revisions
5.2.2 Ad hoc Adjustments
5.2.3 Other Factors Affecting Curricular Decisions
5.3 Curricular Structure
5.3.1 Curriculum Objectives
5.3.2 Curriculum Organization
5.4 The BA/TEFL Program: Perceptions of the Stakeholders
5.4.1 Program Heads
5.4.2 Teacher Educators
5.4.3 Student Teachers
5.4.4 Past Graduates
5.4.5 End-Users
5.5 Summary
CHAPTER 6 FINDINGS OF CASE B
6.1 Profile
6.1.1 The University
6.1.2 The Department of Foreign Languages and Literature
6.1.3 The BA/TEFL Program
6.2 Curriculum Development Process
6.2.1 Regular Revisions
6.2.2 Ad hoc Adjustments
6.2.3 Factors Affecting Curricular Decisions
6.3 Curricular Structure
6.3.1 Curriculum Objectives
6.3.2 Curriculum Organization
6.4 The BA/TEFL Program: Perceptions of the Stakeholders
6.4.1 Program Heads
6.4.2 Teacher Educators
6.4.3 Student Teachers
6.4.4 Past Graduates
6.4.5 End-Users
6.5 Summary
CHAPTER 7 CROSS-CASE ANALYSIS AND DISCUSSION
7.1 Process of Curriculum Planning and Development
7.1.1 Curriculum Processes
7.1.2 The Role of the Stakeholders
7.1.3 Possible Gaps
7.2 Comparison of the BA/TEFL Programs
7.2.1 Program Attributes
7.2.2 Curriculum Planning
7.2.3 Program Graduates in Teaching
7.2.4 Stakeholders' Perceptions of Preservice Preparation
7.3 EFL Teacher Knowledge Base and Competencies
7.3.1 Perceived EFL Teacher Qualities
7.3.2 EFL Teacher Knowledge and Competencies Perceived
7.3.3 Possible Gaps
7.4 Summary
CHAPTER 8 CONCLUSION AND IMPLICATIONS
8.1 Summary of Research Findings
8.1.1 Processes of Curriculum Planning and Development
8.1.2 Roles of Stakeholders in the Processes
8.1.3 Program Recipients' Perceptions of EFL Teacher Preparation
8.1.4 Secondary EFL Teacher Qualities and Competencies
8.2 Implications for BA/TEFL Curriculum Design and Development
8.2.1 Procedures
8.2.2 Program Goals and Objectives
8.2.3 A Framework for BA/TEFL Program Goals and Objectives
8.2.4 BA/TEFL Curriculum Organization and Implementation
8.3 Suggestions for Further Research
8.3.1 EFL Teacher Knowledge Base for China's Secondary Schools
8.3.2 An Integrated Curriculum
8.3.3 The Implementation of an EFL Teacher Education Curriculum
8.3.4 The Professional Development of Teacher Educators ...
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
