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chers’ engagement in research has aroused increasing number of studies on the possiblereasons.According to the investigations about the reasons for in-service EFL teachers’dissatisfactory research performance (罗之慧, 2006; 高一虹, 李莉春 & 吴红亮, 2000),large numbers of EFL teachers ignored the importance of research for their teaching. As forthose who realized the close relationship between research and teaching practice, lack ofinterests, time, research culture and related knowledge and skills were identified as the mainreasons for not doing research. Thus, the cultivation of research awareness and guidance forresearch practice should be major concerns for in-service EFL teacher education to promoteteachers sustainable professional development.In recent years, research interests in advancing research in teacher education programmeshave been evident in some European countries (Eurydice, 2007). The sharing focus of thesestudies lies in the attempt to enhance EFL teachers’ research awareness and practice throughresearch-based teacher education which concerns the cultivation of teachers’ researchconceptions and capacities (夏纪梅, 2006). However, such research in our country is stillscarce especially among in-service EFL teachers. With the hope to provide some imperialinsights for future studies in this field, this paper attempts to explore some potential factors thatmay influence tertiary in-service EFL teachers’ research awareness and practice from theperspective of research-based teacher education and how the influence may promote theirprofessional development in the long run.

　　
　　1.2. Research Questions研究问题
　　As cases, 12 in-service tertiary EFL teachers have been investigated in this research theirviews on what research is and how they engage themselves in and with research and what isthe relationship between research and their professional development before and after taking aresearch-based education course that informed them with the knowledge of both qualitative andquantitative research methodology and its application to the evaluation of some EFL researchresults. The following questions were addressed:· To what extent can the research-based course influence the participants’ researchawareness and practice?· To what extent can the change in participants’research awareness and practice facilitatetheir professional development?· What empirical insights can the study provide to promote a research-based orientation intertiary EFL teacher education?

　　
　　1.3. Organization of the thesis论文结构
　　This thesis consists of six parts and they will be presented in the following way:Chapter One introduces the background, the aims and structure of the study. Chapter Tworeviews the theoretical basis of the study including theory of research-based education andtheme-related key concepts of teacher development like knowledge creation, teachers asproblem-solvers and Clarke and Hollingsworth’s model of teacher professional development.Chapter Three presents the research methodology of the thesis containing research methods(Questionnaires, reflection writings, term papers and interviews), research setting andparticipants, means of data collection and analysis. Besides, the progressive research design ofthree stages will be also embodied in this part.Through the employment of the research methodology, Chapter Four will report theresults of the study according to the three stages: reinforcement in resear本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。