这本《教育信息技术与外语教师职业发展研究》由胡志雯著：As will be clear from the title of this book, ICT, EFL Teacher Development, and College English Reform in China. an Implementation Study, herstudy deals with the vital issue of educational innovation. One of the innovative features of the new curriculum for College English in China, a hugely significant reform within the national education system, is that both teachers andlearners are expected to make increased use of information and communicationtechnology (ICT). Against a background of theories of curriculum innovation,Dr Hu set out to explore what actually happened when this innovation was implemented, using a case study of a single university and focusing on teacher attitudes, readiness and resoonse.

这本《教育信息技术与外语教师职业发展研究》由胡志雯著，以大学英语改革为背景，探讨新形势下大学外语教师的职业培训和发展现状是否能满足改革的要求(特别是将现代教育信息技术与课程相结合)及教师终生职业发展的需求。同时《教育信息技术与外语教师职业发展研究》论证了教育信息技术既可以作为教师教育的内容来提升英语教师的信息素养，又可以作为教师教育和发展的有效手段使教师教育和发展具有可持续性、协作性和终身性。

Key Acronyms

Chapter One Introduction

 1.1 Background

 1.2 Key Terms

   1.2.1 Change,Reform and Innovation

   1.2.2 ICT & ICTLE

   1.2.3 Teacher Training,Education and Development

 1.3 Focus of the Research

 1.4 Significance of the Research

 1.5 Structure of the Book

Chapter Two Educational Innovation.ICT Use and Continuing Professional Development

 2.1 Introduction

 2.2 Theories of Innovation/Change

   2.2.1 The Theory of Diffusion of Innovations

   2.2.2 The Theory of New Meaning of Educational Change

   2.2.3 The Concerns-Based Adoption Model

 2.3 The Implementation of ICT in Education

   2.3.1 The Impact of ICT

   2.3.2 Practice: ICT in Language Education (ICTLE)

   2.3.3 Factors Influencing Implementation

 2.4 Continuing Professional Development for ICT

   2.4.1 The Role of ICT in Teacher Development

   2.4.2 Elements of CPD

   2.4.3 Models for CPD

   2.4.4 ICT-Related CPD for Language Teachers

 2.5 Conclusion

   2.5.1 Review

   2.5.2 Conceptual Framework

Chapter Three The Chinese Context: College English Reform and EFL Teacher Development

 3.1 Introduction

 3.2 English Teaching & Learning in Chinese Higher Education

   3.2.1 Chinese Higher Education

   3.2.2 English Language Teaching and Learning

   3.2.3 ELT Pedagogy in Higher Education

 3.3 The College English Reform

   3.3.1 Materials

   3.3.2 ICT Pedagogy

   3.3.3 Evaluation

   3.3.4 Course Design and Administration

 3.4 EFL Teacher Development in China

   3.4.1 A Brief Summary of Teacher Development in China

   3.4.2 EFL Teachers' Professional Development

   3.4.3 EFL Teacher Development for ICT

 3.5 Conclusion

Chapter Four Research Methodology

 4.1 Introduction

 4.2 Research Design

   4.2.1 Why Mixed Methods

   4.2.2 Why a Case Study

 4.3 Selection of Case Study Site

 4.4 Selection of Participants

   4.4.1 The Questionnaire Sample

   4.4.2 The Classroom Teaching Sample

   4.4.3 The Management and Administrative Staff Sample

   4.4.4 The Student Sample

 4.5 Methods Design

   4.5.1 The Questionnaire

   4.5.2 Classroom Observation

   4.5.3 Semi-Structured Interviews

   4.5.4 Focus Groups

   4.5.5 Reliability,Validity ~ Triangulation

 4.6 Data Collection Process

 4.7 Data Management and Analysis

 4.8 Ethical Issues

 4.9 Conclusion

Chapter Five Data Analysis and Discussion

 5.1 Introduction

 5.2 Attitudes Towards ICT Use and the Reform

   5.2.1 Demographic Information

   5.2.2 ICT Use by EFL Teachers

   5.2.3 Teachers' Attitudes

   5.2.4 Summary

 5.3 Profile of the Implementation of the Reform

   5.3. t Perceptions of New Teaching & Learning Materials

   5.3.2 Availability of ICT Resources

   5.3.3 Grasp of ICT Knowledge and Skills

   5.3.4 Effects of ICT-Integrated Teaching and Learning

   5.3.5 Institutional and Departmental Support

   5.3.6 Overall Impact of the Reform

   5.3.7 Summary

 5.4 CPD Policies and Practices

   5.4.1 Institutional Policies for CPD

   5.4.2 Teachers' Experience and Perceptions of CPD Provision

   5.4.3 Teachers' Needs for ICT-Related CPD

   5.4.4 Summary

 5.5 Further Discussion

   5.5.1 The Role of ICT

   5.5.2 The Role Change of Teachers

   5.5.3 Learner Autonomy and Teacher Autonomy

   5.5.4 An Implementation Model

   5.5.5 An ICT-Based CPD Model

 5.6 Conclusion

Chapter Six Conclusions

 6.1 Introduction

 6.2 Research Questions and Main Findings

 6.3 Contributions of the Research

 6.4 Limitations of the Research

 6.5 Recommendations for Further Research

 6.6 Conclusion

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

References