The need for in-service training in schools is getting more attention for teachers to be equipped with new information and skills for them to face any challenge in their teaching practice.In-service teacher training has an important role in professional development and capacity building of teachers,but its effectiveness depends on the effectiveness of its composing elements such as teachers' engagement and interest,the involvement of the key actors,contents of the training,trainers’ability,time a...

【文章頁數(shù)】：127 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
DEDICATION
Acknowledgements
Abstract
LIST OF ACRONYMS AND ABBREVIATIONS
CHAPTER ONE: INTRODUCTION
    1.1.Background of the Study
        1.1.1.A historical review of teacher training education in China
        1.1.2.Further development (from the early 1990s-now):searching for a Chinese way to prepareteachers
    1.2.Statement of the problem
    1.3.Overll and Specific Objectives of the Study
        1.3.1.Overall Objective
        1.3.2.Specific Objectives
    1.4.Research Questions
    1.5.Significance of the study
    1.6.Definition of Key Concepts
    1.7.Delimitation of the Study
    1.8.Structure of the Research
CHAPTER TWO: LITERATURE REVIEW
    2.1.Introduction
    2.2.Teacher Professional Development
    2.3.In-service Teacher training
    2.4.Policy Implementation
    2.5.Teacher Training Policy in China
    2.6.Theories Guiding the Research
        2.6.1.Constructivism theory
        2.6.2.Adult learning theory
    Conclusion
CHAPTER THREE:METHODOLOGY
    3.1.Introduction
    3.2.Research Design
    3.3.Role of the Researcher
    3.4.Access
    3.5.Target population
    3.6.Sample Size
    3.7.Research Instruments
        3.7.1.Interview
        3.7.2.Observation
        3.7.3.Document Analysis
    3.8.Data Collection Procedure
    3.9.Data Presentation
    3.10.Credibility
    3.11.Ethical Issues
CHAPTER FOUR:DATA PRESENTATION AND DISCUSSION OF THE FINDINGS
    4.1.Introductory
    4.2.Findings from Interviews, Documents analysis, and Observations
    Conclusion
CHAPTER FIVE: SUMMARY OF THE STUDY, CONCLUSION, RECOMMENDATION,AND LIMITATIONS OFTHE STUDY
    5.1.Introduction
    5.2.Summary of the study
    5.3.Conclusion
    5.4.Suggestions and Recommendations
        5.4.1.Teachers
        5.4.2.Policymakers
        5.4.3.Schools' principals
        5.4.4.Teacher professional development institutions
    5.5.Limitations of the study
    5.6.Suggestions for Further researcher
References
Appendices
    Appendix A: Informed Consent Statement
    Appendix B: Interview/Questions



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