教师的专业素养是影响学生发展的关键因素之一，培养具备高素养的教师已被世界各国的政策制定者列为首要任务（Darling-Hammond, 2017）,因此大量的研究都在探讨第二语言教师教育课程如何培养职前英语教师的专业素养。但是，学界常有研究表明，第二语言教师教育课程的设计与实施难以有效促进职前英语教师的专业素养发展（Cabaroglu, 2014; AI-Jaro & Asmawi, 2019）。在此背景下，本研究旨在探讨职前教师如何看待其在教师教育课程中的专业素养发展以及产生此结果的原因，从而更好地了解未来如何开展职前英语教师教育的教学实践与研究。

为探究职前英语教师如何看待其在教师教育课程中的专业素养发展及影响因素，本研究追踪了三名来自中国一所重点师范院校的职前英语教师，他们共接受了一学期的在线语言教学理论与实践课程（课程时长共计48小时）。在本个案研究中，数据来源包括两部分：一部分数据来自于研究对象每周的反思日志；另一部分数据包括课程结束后对研究对象进行的三次深度访谈以及针对其教学设计、说课和微格录像进行的刺激性回忆访谈。本研究采用内容分析法，根据调整后的外语教师专业素养框架（Richards, 2010）对数据进行编码分析，旨在从专业态度、专业知识和专业技能三个维度深入分析语言教学理论与实践课程对三名职前英语教师素养发展的影响。

基于深入的数据分析，研究结果表明，三位职前英语教师一致认为，该课程改变了她们对教师角色和教师职业的认知态度，也促进了其专业知识和专业技能的发展；但是，三名职前英语教师的专业素养发展程度略有不同。而且，三位职前英语教师的专业素养发展都呈现出动态的迭代过程，经历了从“知识”到“态度”进而到“行为”的变化，其“行为”的变化又进一步促进和加强其“态度”和“知识”的转变。本研究也揭示出影响三名职前英语教师专业素养发展的因素，包括：课程设计和实施的方式；职前教师个人因素；人际因素以及在线教学模式等。

本研究结果不仅能够进一步增进学界对职前英语教师专业素养发展过程的认识，也对教师教育者如何有效促进职前英语教师的专业素养发展提供启示。最后，本研究对职前教师和教师教育者提出几点建议，并指出本研究的局限性以及今后进一步研究的方向。

Teachers’ professional competence (PC) is one of the keys to students’ development and cultivating teachers with high competence has been made a top priority by policymakers worldwide (Darling-Hammond, 2017); as a result, a significant body of research has been done to explore how second language teacher education (SLTE) courses cultivate student teachers (STs)’ PC. However, it is frequently reported that SLTE courses may fail to promote TEFL STs’ PC development due to their inefficient and ineffective course design and implementation (Cabaroglu, 2014; Al-Jaro & Asmawi, 2019). Against such a backdrop, this research intends to examine STs’ perspectives on whether they have developed PC through an SLTE course along with possible factors behind the results to gain a better understanding for future instructions and research.

The study focuses on STs’ perceptions of their professional growth through SLTE and their perceived factors behind this process. It traced three postgraduate STs who received a one-semester online TEFL Theory and Methods Course with a total of 48 contact hours from a key normal university in China. In this qualitative case study, data sources comprise two parts. The first part involves the participants’ weekly learning reflections over the whole semester. The second part includes stimulated-recall interviews on lesson plans, participants’ performances over Shuoke and micro-teaching, and three in-depth interviews with each participant after the course was completed. All the data collected were analyzed by adopting the content analysis method based on a modified framework of EFL teachers’ competence (Richards, 2010) to explore STs’ perceptions on the impact of the TEFL Theory and Methods Course on their professional attitudes, knowledge and skills. 

Based on data analysis, findings show that all the three STs perceived that the course has made a significant impact on their PC development, including their attitudinal change towards teachers’ roles and the teaching profession, and the enrichment of instructional knowledge and skills. However, there existed differences in their degree of PC development. As for the process of PC development, the three STs exhibited dynamic and iterative professional development routes from rational to attitudinal and then to behavioral change; while their behavioral change in turn promoted their development of attitudes and knowledge. Various factors are identified influencing their development process, including the design and implementation of the course, personal and interpersonal factors as well as the online teaching mode.

The findings have not only added to an understanding of the construction process of a knowledge base for teaching English but also provided some insights into how teacher educators create more affordances in promoting STs’ PC development. At the end of the thesis, implications for STs and teacher educators, and limitations as well as future research suggestions are presented.