Chapter One Introduction
1.0 Introduction
1.1 Background of this study
1.1.1 The boom of Chinese language education on a global scale
1.1.2 The system of teacher education of TCSL in mainland China
1.1.3 A dearth of research on teacher education in TCSL
1.2 Context of this study
1.2.1 Beijing-the cradle of TCSL in China
1.2.2 The target programme
1.2.3 Characteristics of teaching practicum in the target programme
1.2.4 My personal experience
1.3 Research questions
1.4 Significance of this study
1.5 Outline of this thesis
Chapter Two Literature Review
2.0 Overview
2.1 Theories of learning
2.1.1 Introduction
2.1.2 Early notions about learning
2.1.3 Classic theories of learning
2.1.3.1 Definition of learning
2.1.3.2 Relations of different learning theories
2.1.3.3 Behaviorism
2.1.3.4 So cognitive theory
2.1.3.4.1 Bandura's so cognitive theory
2.1.3.4.2 Bandura's observational learning
2.1.3.4.3 Relevance of observational learning to the study
2.1.3.5 Constructivism
2.1.3.5.1 Introduction
2.1.3.5.2 Piagetian Theory
2.1.3.5.3 Vygotskian Theory
2.1.3.5.4 Insights from Piagetian and Vygotskian theories
2.1.3.5.5 So constructivism
2.1.3.5.6 Wenger's so learning theory
2.1.3.5.7 Interrelationship of various constructivism
2.1.3.5.8 Significance of Wenger's theory and its relevance to the study
2.2 Research on teacher,earning
2.2.1 Introduction
2.2.2 What is teacher learning?
2.2.3 Conceptualizations of teacher learning
2.2.3.1 Teacher learning as skill learning
2.2.3.2 Teacher learning as a cognitive process
2.2.3.3 Teacher learning as personal construction
……
Chapter Three Methodology
Chapter Four The Case of Helen
Chapter Five The case of Vivian
Chapter Six The case of Zoe
Chapter Seven Discussion
Chapter Eight Conclusions and Recommendations
References
Appendix