| More and more attentions have been paid to EFL teachers' professionaldevelopment by educators and scholars in educational field all over the world. Due tothe large demands for the talents with English proficiency in China, the greatimportance has been attached to English teaching. MOE (Ministry of Education) hasadjusted English education and implemented English curriculum reform inuniversities in China. EFL teachers take great responsibility for the successfulteaching reform and their pedagogical competence reflect directly the status ofEnglish teaching in China. The requirements for EFL teachers' competence andprofessionalism have thus been redesigned and perfected definitely, causing plenty ofbig challenges on teachers' development. More and more scholars in educational fieldhas emphasized that "it is teachers who, in the end, will change the world of theschool…"(Stenhouse,1985). As Yuan (袁贵仁,2002), the minister of MOE, hasstressed teachers' professional development is the tendency of educationaldevelopment all over the world.However, there is a big gap between EFL teachers' pedagogical competence andthe requirements of EFL teaching. According to College English CurriculumRequirements (For Trial Implementation,2004), there are great changes in teachingmodels which call for changes not only in teaching practices or approaches, but also,more importantly, in teaching philosophy. Therefore, the roles of EFL teachers are notonly educators, but guiders, organizers, managers and even researchers during thewhole teaching process. Many educational experts and scholars conduct the in-depthstudies on EFL teachers' pedagogical competence, classroom decision-making andprofessional development, however, all of them are limited to EFL teaching in middleschools. However, researches on EFL teacher education and professional developmentat the universities have been relatively late and very rare as well. Among them,Professor Wu (吴一安,2004), together with his group, has carried on their researchesin the professional development of college EFL teachers. Their researches are more systematical and nearly cover all aspects of EFL teacher professional development.However, the author finds there is less or no case study, or school-based study oneffective EFL teachers.This research is a qualitative and descriptive case study done by the author'sclassroom observing, semi-structured interview and complementary questionnaires.Firstly, the author has observed six teachers' teaching practice in their classroomsover8weeks from April,22nd to June,23rd in2011respectively, and has recordedwith video and taking notes complementarily in order to save all information in timeabout how these effective teachers fulfill their routine teaching. Secondly, accordingto classroom observation, the author designs the interview questions. Thirdly, giventhe objectivity of this research, the author designs two complementary questionnairesboth for their students and colleagues. This research is aimed at exploring the realconditions of effective EFL teachers in teaching and researching at the university,their understanding of effective teaching, their learning experiences, pedagogicalphilosophy, professional development and the factors affecting professionaldevelopment, with the purpose to find out1) Who effective EFL teachers are and howthey grow into effective ones today;2) What the main factors are that impact on theirprofessional development;3) How to improve in their different developmental stagesand realize their successful professional development.Through this research, the author finds out these effective teachers have somecommon aims at revealing the secret of successful EFL teachers in F University,which help the author to establish the successful role models of professionaldevelopment. It is helpful for college EFL teachers, especially young teachers torealize their professional development, by providing the professionalism effectiveEFL teacher should purchase, the tricks to be an experienced, reflective researcherand the key factors impacted on professional development. |
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