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大学英语教师协作性专业研讨案例研究 A CASE STUDY OF EFL TEACHERSCOLLABORATIVE 本书特色
Despite the increasing attention to EFL teachers' continuing professional development （CPD） in China， few studies' have examined the inquiry processes and outcomes of these EFL teachers as they conduct group discussions to meet individual needs for their professional development. The purpose of such discussions is to develop a model for advocating learner-centeredness， autonomy， agency， reflection， collaboration， and networking with others， all of which constitute a still uncommon practice in Chinese universities.
Grounded in activity theory （AT）， in addition to published literature on the Collaborative Professional Inquiry （CPI） model， the present research explored an intra-department CPI model by pursuing a close examination of an EFL teacher participants' group activity for professional development at one Chinese university over the course of a semester. Despite the increasing attention to EFL teachers' continuing professional development （CPD） in China， few studies' have examined the inquiry processes and outcomes of these EFL teachers as they conduct group discussions to meet individual needs for their professional development. The purpose of such discussions is to develop a model for advocating learner-centeredness， autonomy， agency， reflection， collaboration， and networking with others， all of which constitute a still uncommon practice in Chinese universities.
Grounded in activity theory （AT）， in addition to published literature on the Collaborative Professional Inquiry （CPI） model， the present research explored an intra-department CPI model by pursuing a close examination of an EFL teacher participants' group activity for professional development at one Chinese university over the course of a semester.
I present a case study of a group of Chinese EFL teachers who taught a College English course （4 focal participants and 12 non-focal participants）. Sources of data included questionnaires， interviews， group discussions， reflection papers， QQ exchanges， and documents （reading materials， school documents， department files， my field notes， research journals， and students' assignments）. My analyses demonstrate the processes of interaction and negotiation in the course of group discussions， influential factors that facilitate or constrain the model of this group activity， and strengths and weaknesses of this model for EFL teachers' professional development.
大学英语教师协作性专业研讨案例研究 A CASE STUDY OF EFL TEACHERSCOLLABORATIVE 目录
Chapter 1 Introduction
1．1 EFL Teachers' Continuing Professional Development in the Research Context
1．2 Research Questions
1．3 Overview of the Book
Chapter 2 Literature Review
2．1 Sociocultural Perspective
2．2 EFL Teachers' Continuing Professional Development
2．3 The Collaborative Professional Inquiry Model
Chapter 3 Methods of Inquiry
3．1 Sites and Participants
3．2 Context
3．3 My Role as a Researcher
3．4 Data Collection Procedures
3．5 Data Analysis
3．6 Establishing Trustworthiness
Chapter 4 Findings
4．1 Collaborative Processes of the CPI Group
4．2 Strengths and Weaknesses of the CPI Activity
Chapter 5 Discussion and Conclusion
5．1 Summary of the Major Findings and Discussion
5，2 Implications
5．3 Limitations and Suggestions for Future Research
List of Terms
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
References
Acknowledgements
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