published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

本論文運用敘說研究方式探討六位學生教師於修讀通識教師科教師教育課程期間的教師身分形塑過程，理解教師教育課程的學習經驗、學科性質與教師身分形塑之間的關係。本研究重點分為以下三部份： / 首先，從六位學生教師的經驗敘說中發現教師身分的多重性。敘說研究資料呈現出的教師身分並兩種不同性質的教師身分：一般教師身分及學科教師身分。在形塑的歷程上，兩個教師身分在建構初期階段會呈現較易於劃分，逐漸彼此相互影響並連繫在一起。 / 其次，學生教師身分形塑進程是以相似的軌跡進行，從起始時模糊、不穩定的狀態到逐漸變得清晰及穩定的教師身分形成。學生教師面對不同的影響力量的刺激，因此教師身分常處於流動而持續建構中的狀態。整體而言，學科教師身分形塑進程明顯較一般教師身分的緩慢。 / 最後，教師身分的形塑過程是受不同的外內影響力量所刺激，因而引起學生教師內外價值彼此角力，過程中逐漸形塑出具有個人特性的教師身分。影響力量可分為脈絡性、顯性及隱性的影響力量。雖然六位學生教師面對相似的影響力量，但個體的教師身分對相同影響力量的所呈現出的反應卻有很大的差異。有部份的教師身分顯示出能消弭影響力量的能力，有部份的顯示出接受影響力量的刺激後而改變形塑的進度，影響力量更會形塑教師身分，導致教學取向等的轉變。根據此研究結果顯示出教師身分形塑與個體過去經驗，及個體身處的空間有密切關係。由於身分形塑是一個個體內在自我與外在世界的對話，藉著敘說回溯經驗能提高學生教師對身分形塑的察覺，促進專業成長。 / This study explored the teacher identity shaping processes of six student teachers while they were taking Liberal Studies Teacher Education Program during their third year of study. Its purpose is to understand the relationship between the six student teachers’ learning experience of the teacher education program, the nature of the liberal studies subject matter, and the shaping process of their teacher identity. The main findings of the study include the following three points. / First, it is found out student teachers have built multiple teacher identities from the narration of their study experience. The narrative research data indicated that student teachers had two different teacher identities: general teacher identity and subject teacher identity. These two identities could be easily differentiated in the initial phase of the process of teacher identity construction, but as the process went on, the two identities interplayed with each other and became closely connected. / Second, the six student teachers have followed a similar track in the process of their identity shaping. The shaping of their teacher identity was vague and unstable in the beginning and gradually became distinct and stable. Facing stimulation from different influential forces, these student teachers’ teacher identity was usually kept in a dynamic status and was continuously constructed. In general, subject teacher identity was shaped much slower than general teacher identity. / Finally, the shaping process of their teacher identity has been stimulated by different external and internal forces. The influential forces can be categorized into three types: contextual, visible and invisible. Although all six student teachers faced similar influential forces, each individual teacher identity reacted quite differently to the similar forces. Some teacher identities showed the capacity to absorb the influential forces while some teacher identities changed their shaping rate after being stimulated by the influential forces. / Upon on these findings, the study pointed out that teacher identity has shaped by pervious experience in learning and context. Identity Shaping is a dialogue between internal self and external world. Narrative is a suitable method to assist student teacher reflects their pervious life experiences, also promote teacher personal and professional growth. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 許家齡. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 356-373). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Xu Jialing. / Chapter 第一章 --- 緒論 --- p.4 / Chapter 第一節 --- 研究緣起 --- p.4 / Chapter 一、 --- 研究背景的宏觀脈絡 --- p.5 / Chapter 二、 --- 研究關注 --- p.7 / Chapter 第二節 --- 研究問題 --- p.9 / Chapter 一、 --- 研究問題的闡釋 --- p.9 / Chapter 二、 --- 相關概念的界定 --- p.10 / Chapter 第三節 --- 研究意義 --- p.12 / Chapter 第二章 --- 文獻綜述 --- p.14 / Chapter 第一節 --- 教師身分 --- p.14 / Chapter 一、 --- 身分理論綜述 --- p.14 / Chapter 二、 --- 教師身分研究綜述 --- p.33 / Chapter 三、 --- 提出教師身分理論框架 --- p.41 / Chapter 第二節 --- 教師教育 --- p.55 / Chapter 第三節 --- 香港新高中通識教育科課程 --- p.74 / Chapter 一、 --- 課程發展脈絡 --- p.74 / Chapter 二、 --- 通識教育科課程 --- p.81 / Chapter 三、 --- 通識教育科教師教育概況 --- p.90 / Chapter 四、 --- 通識教育科教師的就業前景 --- p.94 / Chapter 第三章 --- 研究設計與方法 --- p.95 / Chapter 第一節 --- 研究基本架構 --- p.95 / Chapter 第二節 --- 研究方法的確定 --- p.99 / Chapter 一、 --- 選用敘說作為研究方法的原因 --- p.99 / Chapter 二、 --- 教師身分形塑的推論過程 --- p.101 / Chapter 第三節 --- 研究設計 --- p.103 / Chapter 一、 --- 研究對象的選擇 --- p.103 / Chapter 二、 --- 研究的效度 --- p.104 / Chapter 三、 --- 資料搜集的方法 --- p.107 / Chapter 四、 --- 資料的整理與分析 --- p.113 / Chapter 第四章 --- 學生教師身分的敘說故事 --- p.119 / Chapter 第一節 --- 學生教師的集體經驗 --- p.119 / Chapter 第二節 --- 教師身分形塑的故事 --- p.124 / Chapter 一、 --- 阿雪的教師身分敘說故事 --- p.124 / Chapter 二、 --- 阿知的教師身分敘說故事 --- p.150 / Chapter 三、 --- 阿四的教師身分敘說故事 --- p.185 / Chapter 四、 --- 阿惠的教師身分敘說故事 --- p.219 / Chapter 五、 --- 阿希的教師身分敘說故事 --- p.243 / Chapter 六、 --- 阿佳的教師身分敘說故事 --- p.268 / Chapter 第五章 --- 討論 --- p.296 / Chapter 第一節 --- 敘說教師身分：學科教師身分與一般教師身分 --- p.296 / Chapter 一、 --- 教師身分的多重性 --- p.296 / Chapter 二、 --- 教師身分的形塑過程 --- p.298 / Chapter 第二節 --- 教師身分形塑過程及其影響力量 --- p.311 / Chapter 一、 --- 影響力量的分類及強度 --- p.311 / Chapter 二、 --- 影響力量對教師身分的形塑 --- p.313 / Chapter 第六章 --- 研究結論與啟示 --- p.342 / Chapter 第一節 --- 結論 --- p.342 / Chapter 一、 --- 理論化學生教師的敘說身分：橫向空間及縱向時間形塑 --- p.342 / Chapter 二、 --- 一般教師身分與學科教師身分的關係 --- p.348 / Chapter 第二節 --- 反思與建議 --- p.352 / Chapter 一、 --- 敘說訪談的真相 --- p.352 / Chapter 二、 --- 敘說．反思．研究 --- p.353 / Chapter 三、 --- 建議 --- p.355 / 參考文獻 --- p.356

本研究旨在透過職前教師資訊問題解決課程之設計及實施，以了解及提升職前教師利用互聯網解決資訊問題的能力及了解課程的成效。研究以Eisenberg & Berkowitz 的Big 6 及認知心理學中的問題空間中起始狀態、中間狀態及目標狀態作為論文架構。本研究採用了量化和質化取向，以探討三個研究問題：首先，探討在實施資訊問題解決課程前職前教師的解決資訊問題能力。然後，探討職前教師在實施資訊問題解決課程後的轉變，這包括職前教師所能掌握及未能掌握的技能和擁有不同解決資訊問題能力的職前教師之學習情況。最後，本研究會討論職前教師在解決資訊問題時所遇見的困難，並檢視整個資訊問題解決課程之成效及可改進的地方。 / 本研究對象為研究者所任教的職前教師，人數為29人。所有的對象均需要在課程實施前及課程實施後填寫職前教師資訊問題解決問卷、完成資訊問題選擇題測驗及解決一個實際的資訊問題工作，以了解職前教師在課程前後對解決資訊問題的自我認知和實際能力。同時，為了解職前教師在課程學習時的過程，在課程實施時提供相關的工作紙以作記錄。根據職前教師在解決資訊問題時的表現，本研究選取了四名職前教師進行訪談，以更深入了解職前教師在解決問題時的學習情況及所面對的困難。 / 研究結果顯示，本研究所設計的課程能有效協助職前教師解決資訊問題。他們在課程前已擁有較佳的起始狀態，但中間狀態和目標狀態中的能力稍遜。在課程實施後，他們的能力有實質的改變。除了能定義問題外，他們更能指出搜尋引擎以外的資訊來源、利用搜尋關鍵字、採用評估資料準則並能夠利用互聯網工具管理資訊。但結果也顯示他們有不少可改進的地方，如可更了解問題的要求、資訊來源對問題的貢獻、不同類型關鍵字、進階檢索的使用、評估資訊對問題的貢獻及組織資訊的方法等。他們出現困難的主要原因包括未能掌握較深入的技巧、對問題的信心和態度、網絡資源的限制及課程的安排。 / The study aims to understand the ability of information problem solving (IPS) and the effectiveness of IPS curriculum. By integrating Big6 model and problem space concept in cognitive psychology, this study employed both quantitative and qualitative approach to answer three research questions: (1) What are the IPS skills of pre-service teachers before implementing the IPS curriculum? (2) What are the effects of IPS curriculum? (3) What are the difficulties of pre-service teachers in solving information problem? / 29 pre-service teachers participated in this research. All of them required to work on questionnaire, test and information task before and after curriculum implementation. In order to understand the difficulties in solving information problem, four of them participated in in-depth interview. / Result revealed that the curriculum demonstrated significant improvement in the ability of information problem solving. Before the curriculum implementation, they had poor performance in intermediate state and goal state. After the curriculum implementation, they had ability to define the problem, list information source, use basic keywords, employ evaluation criteria and manage information by using web tools. However, there are several ways to improve. For example, to understand the requirements of problem, to understand the contribution of information sources, to use different type of keywords and advanced search statements, to understand the contribution of web evaluation and to understand how to organize information. The reasons of difficulties in solving information problem have been addressed. It includes the complexity in information problem solving skills, the attitudes and confidence of handling problem, the limitation of web resources and the arrangement of the curriculum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄧高瑋. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 176-187). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Deng Gaowei. / Chapter 第1章 --- 導論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 問題解決與資訊問題解決的重要性 --- p.1 / Chapter 1.1.2 --- 職前教師對資訊問題解決的需要 --- p.2 / Chapter 1.1.3 --- 資訊問題解決課程的需要 --- p.2 / Chapter 1.2 --- 研究目的及研究問題 --- p.3 / Chapter 1.3 --- 研究意義 --- p.4 / Chapter 1.3.1 --- 可以豐富問題解決的方法 --- p.4 / Chapter 1.3.2 --- 深入了解職前教師解決問題過程 --- p.4 / Chapter 1.3.3 --- 可以提升職前教師解決問題的技巧 --- p.5 / Chapter 第2章 --- 文獻綜述 --- p.6 / Chapter 2.1 --- 問題與問題解決 --- p.6 / Chapter 2.1.1 --- 問題的定義 --- p.6 / Chapter 2.1.2 --- 資訊問題的定義 --- p.8 / Chapter 2.1.3 --- 問題解決的概念 --- p.10 / Chapter 2.2 --- 資訊問題解決模式 --- p.11 / Chapter 2.2.1 --- Big6資訊問題解決模式 --- p.11 / Chapter 2.2.2 --- Big6與資訊問題解決能力 --- p.14 / Chapter 2.2.3 --- Big6實證研究 --- p.15 / Chapter 2.3 --- 資訊問題與資訊素養 --- p.19 / Chapter 2.3.1 --- 資訊素養的定義 --- p.19 / Chapter 2.3.2 --- 資訊素養與資訊問題解決的關係 --- p.20 / Chapter 2.3.3 --- 資訊素養架構 --- p.20 / Chapter 2.4 --- 資訊問題解決的課程教學 --- p.23 / Chapter 2.4.1 --- 教學目標 --- p.23 / Chapter 2.4.2 --- 課程教學策略 --- p.24 / Chapter 2.4.3 --- 資訊問題解決能力的評估 --- p.26 / Chapter 2.4.3.1 --- 問卷調查 --- p.26 / Chapter 2.4.3.2 --- 測驗及工作 --- p.27 / Chapter 第3章 --- 研究設計與方法 --- p.30 / Chapter 3.1 --- 研究的基本框架與研究問題 --- p.30 / Chapter 3.1.1 --- 研究目的及研究問題 --- p.30 / Chapter 3.1.2 --- 研究框架 --- p.30 / Chapter 3.2 --- 研究方法設計 --- p.33 / Chapter 3.3 --- 研究流程 --- p.35 / Chapter 3.3.1 --- 研究對象 --- p.35 / Chapter 3.3.2 --- 資訊問題解決課程安排 --- p.36 / Chapter 3.3.2.1 --- 課程編排及課程內容 --- p.36 / Chapter 3.3.2.2 --- 課程教學策略 --- p.38 / Chapter 3.3.3 --- 數據收集工具 --- p.41 / Chapter 3.3.3.1 --- 問卷調查 --- p.42 / Chapter 3.3.3.2 --- 資訊問題解決測驗 --- p.43 / Chapter 3.3.3.3 --- 資訊問題工作及課堂工作紙 --- p.44 / Chapter 3.3.3.4 --- 訪談 --- p.47 / Chapter 3.4 --- 資料分析 --- p.49 / Chapter 3.4.1 --- 量化數據的分析 --- p.49 / Chapter 3.4.2 --- 質化數據的分析 --- p.50 / Chapter 第4章 --- 研究結果─問卷、測驗及工作 --- p.52 / Chapter 4.1 --- 問卷結果 --- p.52 / Chapter 4.1.1 --- 起始狀態 --- p.53 / Chapter 4.1.2 --- 中間狀態：尋求資訊來源 --- p.55 / Chapter 4.1.3 --- 中間狀態：搜尋資訊 --- p.57 / Chapter 4.1.4 --- 中間狀態：評估資訊 --- p.60 / Chapter 4.1.5 --- 目標狀態 --- p.63 / Chapter 4.2 --- 測驗結果 --- p.67 / Chapter 4.2.1 --- 中間狀態：尋求資訊來源 --- p.68 / Chapter 4.2.2 --- 中間狀態：搜尋資訊 --- p.69 / Chapter 4.2.3 --- 中間狀態：評估資訊 --- p.71 / Chapter 4.3 --- 工作結果 --- p.73 / Chapter 4.3.1 --- 工作結果之交互評分者信度 --- p.74 / Chapter 4.3.2 --- 起始狀態 --- p.75 / Chapter 4.3.2.1 --- 題目要求與問題的撰寫 --- p.76 / Chapter 4.3.2.2 --- 主問題及子問題的撰寫 --- p.77 / Chapter 4.3.2.3 --- 資訊需要 --- p.79 / Chapter 4.3.3 --- 中間狀態：尋求資訊來源 --- p.82 / Chapter 4.3.3.1 --- 資訊來源的種類和數量 --- p.83 / Chapter 4.3.3.2 --- 最佳資訊來源 --- p.85 / Chapter 4.3.4 --- 中間狀態：搜尋資訊 --- p.86 / Chapter 4.3.4.1 --- 關鍵字的使用 --- p.87 / Chapter 4.3.4.2 --- 搜尋語句的使用 --- p.89 / Chapter 4.3.4.3 --- 搜尋策略 --- p.91 / Chapter 4.3.5 --- 中間狀態：評估資訊 --- p.93 / Chapter 4.3.5.1 --- 評估資訊的準則 --- p.93 / Chapter 4.3.5.2 --- 評估資訊的能力 --- p.94 / Chapter 4.3.6 --- 目標狀態 --- p.97 / Chapter 4.3.6.1 --- 組織資訊的工具 --- p.98 / Chapter 4.3.6.2 --- 組織資訊的能力 --- p.100 / Chapter 4.3.6.3 --- 整合資訊策略的描述 --- p.104 / Chapter 4.4 --- 小結 --- p.107 / Chapter 第5章 --- 研究結果─訪談與課堂學習表現 --- p.109 / Chapter 5.1 --- 個案樣本的選取 --- p.109 / Chapter 5.2 --- 個案的描述 --- p.112 / Chapter 5.3 --- 個案一：能力較高的參與者F --- p.113 / Chapter 5.3.1 --- 背景資料 --- p.113 / Chapter 5.3.2 --- 第一部份：起始狀態 --- p.113 / Chapter 5.3.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.114 / Chapter 5.3.4 --- 第三部份：中間狀態：搜尋資訊 --- p.115 / Chapter 5.3.5 --- 第四部份：中間狀態：評估資訊 --- p.116 / Chapter 5.3.6 --- 第五部份：目標狀態 --- p.117 / Chapter 5.3.7 --- 第六部份：對整體課程的意見 --- p.119 / Chapter 5.4 --- 個案二：能力一般的參與者G --- p.120 / Chapter 5.4.1 --- 背景資料 --- p.120 / Chapter 5.4.2 --- 第一部份：起始狀態 --- p.120 / Chapter 5.4.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.122 / Chapter 5.4.4 --- 第三部份：中間狀態：搜尋資訊 --- p.122 / Chapter 5.4.5 --- 第四部份：中間狀態：評估資訊 --- p.124 / Chapter 5.4.6 --- 第五部份：目標狀態 --- p.124 / Chapter 5.4.7 --- 第六部份：對整體課程意見 --- p.126 / Chapter 5.5 --- 個案三：能力稍遜的參與者H --- p.127 / Chapter 5.5.1 --- 背景 --- p.127 / Chapter 5.5.2 --- 第一部份：起始狀態 --- p.127 / Chapter 5.5.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.129 / Chapter 5.5.4 --- 第三部份：中間狀態：搜尋資料 --- p.129 / Chapter 5.5.5 --- 第四部份：中間狀態：評估資訊 --- p.131 / Chapter 5.5.6 --- 第五部份：目標狀態 --- p.132 / Chapter 5.5.7 --- 第六部份：對整體課程意見 --- p.133 / Chapter 5.6 --- 個案四：課程後能力大幅提升的參與者A --- p.134 / Chapter 5.6.1 --- 背景 --- p.134 / Chapter 5.6.2 --- 第一部份：起始狀態 --- p.134 / Chapter 5.6.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.136 / Chapter 5.6.4 --- 第三部份：中間狀態：搜尋資訊 --- p.136 / Chapter 5.6.5 --- 第四部份：中間狀態：評估資訊 --- p.137 / Chapter 5.6.6 --- 第五部份：目標狀態 --- p.138 / Chapter 5.6.7 --- 第六部份：對整體課程的意見 --- p.140 / Chapter 第6章 --- 討論 --- p.141 / Chapter 6.1 --- 課程實施前的資訊問題解決能力 --- p.141 / Chapter 6.1.1 --- 起始狀態 --- p.141 / Chapter 6.1.2 --- 中間狀態：尋求資訊來源 --- p.142 / Chapter 6.1.3 --- 中間狀態：搜尋資訊 --- p.143 / Chapter 6.1.4 --- 中間狀態：評估資訊 --- p.144 / Chapter 6.1.5 --- 目標狀態 --- p.145 / Chapter 6.2 --- 課程實施後的改變 --- p.145 / Chapter 6.2.1 --- 起始狀態 --- p.146 / Chapter 6.2.2 --- 中間狀態：尋求資訊來源 --- p.149 / Chapter 6.2.3 --- 中間狀態：搜尋資訊 --- p.151 / Chapter 6.2.4 --- 中間狀態：評估資訊 --- p.154 / Chapter 6.2.5 --- 目標狀態 --- p.156 / Chapter 6.3 --- 職前教師解決問題的分析 --- p.158 / Chapter 6.3.1 --- 參與者在課程中已掌握的技能 --- p.158 / Chapter 6.3.2 --- 參與者遇到困難的地方 --- p.159 / Chapter 6.3.2.1 --- 未能掌握課堂所教授的技巧應用於問題解決上 --- p.159 / Chapter 6.3.2.2 --- 職前教師對解決問題的信心及態度 --- p.161 / Chapter 6.3.3.3 --- 網絡資源上的限制 --- p.162 / Chapter 6.3.3.4 --- 課程安排的影響 --- p.163 / Chapter 第7章 --- 結論、研究局限及建議 --- p.164 / Chapter 7.1 --- 研究結論 --- p.164 / Chapter 7.1.1 --- 職前教師解決資訊問題的能力 --- p.165 / Chapter 7.1.2 --- 資訊問題解決課程的成效 --- p.167 / Chapter 7.1.2.1 --- 自我認知部份 --- p.167 / Chapter 7.1.2.2 --- 實際解決問題的能力 --- p.167 / Chapter 7.1.2.3 --- 解決問題的困難 --- p.168 / Chapter 7.1.3 --- 改善現有課程的建議 --- p.169 / Chapter 7.1.3.1 --- 深化課程內容 --- p.169 / Chapter 7.1.3.2 --- 選取合適課題 --- p.170 / Chapter 7.1.3.3 --- 培養學習動機 --- p.170 / Chapter 7.1.3.4 --- 加強網絡資源的支援 --- p.171 / Chapter 7.1.3.5 --- 減輕學生的認知負荷 --- p.171 / Chapter 7.2 --- 研究局限 --- p.172 / Chapter 7.2.1 --- 時間上的不足 --- p.172 / Chapter 7.2.2 --- 研究的概括性 --- p.172 / Chapter 7.2.3 --- 研究設計的不足 --- p.173 / Chapter 7.2.4 --- 研究者的角色 --- p.173 / Chapter 7.3 --- 後續研究方向 --- p.174 / Chapter 7.3.1 --- 把資訊問題解決課程融入高中通識科 --- p.174 / Chapter 7.3.2 --- 資訊問題解決之縱貫性研究 --- p.175 / 參考文獻 --- p.176 / 附錄 --- p.188

Following a constructivist paradigm, the research employed a case study approach combining qualitative and quantitative research methods to explore the process of curriculum development of two BA/TEFL programs in Mainland China. Research data sources included questionnaire responses, interview data, university archives and documents, and field notes from case-site visits. The questionnaire survey was completed by 137 graduating student teachers and 86 past graduates teaching in secondary schools, from both programs. Altogether 54 stakeholders in the programs, i.e. program heads, teacher educators, student teachers, past graduates and employers, were interviewed to find out their opinions about strengths and weaknesses of the programs. Content analysis was carried out to identify the salient features of the curriculum planning process, which included decision-making features and degree of involvement by various stakeholders. / The research findings shed light on our understanding of the process of curriculum planning and revision of BA/TEFL pre-service teacher education programs in normal universities in China. They have helped raise awareness that curricular decisions directly affect the degree of student teachers' preparedness for their future teaching profession. Therefore, it is very important for curriculum decision-makers to identify and cater for the needs of program recipients in the process of curriculum development. / The results revealed that the curriculum processes at both BA/TEFL programs followed a primarily top-down approach, and the program heads played an essential role throughout the entire process. Teacher educators and student teachers were not very actively involved. Past graduates and schools that employed the graduates were almost never consulted about the curriculum. The findings also revealed that student teachers from the two case sites held different attitudes towards their learning and professional preparation in their respective programs; this was largely due to the variations in the curricula. Factors such as student in-take, the educational backgrounds of the teacher educators and the approaches adopted for the English language enhancement courses may also have contributed to the cultivation of pre-service teacher qualities. / This research focused on the curriculum planning process of BA/TEFL programs at normal universities in Mainland China. It aimed to examine the procedures that each program followed in curriculum improvement, especially with regard to the level of involvement of different stakeholders and other possible factors, which had an impact on the curriculum decisions. This study was conducted because there was a pressing need to improve pre-service teacher education programs in the Chinese educational context, and curriculum development was of primary importance. / This research has implications for the curriculum development of BA/TEFL programs not only in normal universities but also comprehensive universities that have started teacher education practice. It also has indicated that there is a need to develop TEFL professional standards in the Chinese context, which would inform the curriculum improvements of the BA/TEFL programs in terms of the forming and revision of the curriculum goals and objectives. / Wu Zunmin. / "June 2005." / Adviser: Jane Jackson. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0170. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 296-312). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

"March 2003." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 238-258). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.