《英语教师职前教育——大学本科英语教育专业课程发展个案研究》由武尊民所著，书中的研究涉及英语教师知识结构与职业能力、课程理论、课程发展研究，通过《英语教师职前教育——大学本科英语教育专业课程发展个案研究》的研究我深刻体会到在高等外语教师教育课程发展中，起关键作用的是领导者。他们对外语教师知识结构和教师职业技能的理解，对教育目的、教学目标、师资和其他教学资源的了解，在教学计划的制定与实施过程中起重要作用。研究表明，课程发展应该更多注重人的因素，发挥其他利益相关者（如学生、教师、毕业生、用人单位）的作用，深入进行需求分析。

《英语教师职前教育——大学本科英语教育专业课程发展个案研究》由武尊民所著，报告了一硬采用个案研究方法进行的外语教师职前教育项目课程的研究。“教师教育”主要是强调职前教师从事教育工作的综合专业能力的发展；而传统的“师范”概念涉及更多的是教师的教学技能训练。理念上的差距一定会影响课程设置以及课程建设与发展。

通过《英语教师职前教育——大学本科英语教育专业课程发展个案研究》的研究，作者提出教师教育课程应采取资源整合课程模式，即在整体课程设置过程中充分了解学生教师建构知识基础与教师专业思想的需求，除了专门的教师教育课程以外；在其他课程教学中也融入职前教师发展的内容。教师教育项目中的每—位教师在教授课程过程中实践并展现教师专业思想理念与教育教学能力，为学生教师提供有价值的教学观察体验。

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