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uot; is still open to debate. The early researcher Shulman (1986) and Richards(2000) laid emphasis on ‘knowledge，. Then Tsui (2003) further developed the idea of‘knowledge，into the ‘process of knowing'. Later，we have Wu Yi'an (2005)，Wang Lin(2005)，Wang Lieqin (2009), Shi Gengshan & Zhou Yan (2009)，who categorizedqualities of good EFL teachers into four dimensions. And Lu Yisong's (2010)summarized five dimensions and Shu Dingfang (2005) exemplified six aspects. Nomatter how many aspects the experts provided to define an effective EFL teacher，all ofthem can be viewed from the following five dimensions—professional qualities;professional ethics; language teaching philosophy; self-development; and personality.Individual's cognition of effective teachers and effective EFL teachers has also madea great progress (Beishuizen et al.，2001; Hurphy, 2004; Borg, 2006; Reichel & Amon，2009; Chen & Lin，2009; Zhou Peifang，2010). Previous studies tried to explore theimage of a good teacher in the perception of different types of students, student teachersunder education, in-service teachers and educational leaders (Reichel & Amon，2009: 62).However, as for the research about pre-service teachers’ cognition，we still lack ofknowledge about their conceptions at various educational levels. In addition, there seemsto be little or no relevant research to explore pre-service teachers' cognitions of aneffective EFL teacher by employing a variety of investigative methods.As is indicated in Borg (2003a)，most of the pre-service teachers came to professionaleducation program with pre-existing cognitions. And one of the primary goals of teacherpreparatory program is to train pre-service teachers' to be a qualified teacher. Therefore，it is quite necessary to investigate pre-service teachers' cognition about a good EFLteacher and discuss its implications, which can help to improve teacher educationprogram.

　　
　　1.2 Significance of the Research研究意义
　　The significance of the study lies not only in adding the new perspective~teachercognition into teacher quality research，but also in providing a general idea of pre-serviceteachers' cognition and indicating the agreement and disagreement of their cognition atvarious levels，as well as shedding light on teacher preparatory program by pointing outhow and why some variables significantly influence pre-service teacher cognition.

　　1.3 Purpose of the Research研究目的
　　As teacher cognition research today plays a central role to support teacher learningand teaching at pre-service level. And the characteristics of a highly qualified Englishteacher are definitely connected to the implicit cognitions that they hold. So to knowwhat pre-service teachers think about a good EFL teacher and take their prior cognitioninto consideration can make teacher education program more efficient.The purpose of the research is to obtain a clear understanding of pre-service teachers’cognitions about an effective EFL teacher, to explore the agreements and disagreementson their cognitions at different educational stages, to define the main cognitions of eachstage，to check which variables significantly influence the cognition change and howthey cause such change. In the end，some pedagogical implications will be given topre-service teacher education program.

　　1.4 Layout of the Research研究结构
　　This dissertation is divided into five chapters. Chapter one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。