Research On College Common English Teachers’ Professional Development

College common English teachers are the main force of China’s college English teaching and research, the professional development plays a decisive role in English education in higher learning. In order to know the present situation and problems of university public English teachers’ professional development, sort out the factors which influence college English teachers’ professional development, and put forward some countermeasures that can promote its development. In this study,256college English teachers from12colleges and universities in lanzhou were investigated. The results showed that there are many problems in the teaching staff of college English teachers, such as junior diplomas, unreasonable structure of professional titles, too many young teachers, sex ratio imbalance; meanwhile, University public English teachers face many difficulties such as heavy class teaching, simple repetition, single teaching methods, weak scientific research ability, less training opportunities and pressure of professional title. The analysis of the affecting factors shows that university public English teachers’ professional development is influenced by personal characteristics, professional quality, scientific research, teaching support, social support, regulations and career development. Of these factors,"personal characteristics" and "the scientific research contribution" have a significant positive effect on college English teachers’ professional development; while "regulations","career development" and "professional quality" have a significant negative effect on it. on this basis, the article has presented that college English teachers make should promote the self development by clearing the role definition, cultivating a lifelong learning concept, improving the capacity of multimedia and Online teaching; the construction of college English teachers can be promoted by strengthening training; college English teachers’ professional development can be promoted by giving full autonomy to teacher’s profession, establishing the subject status of university’s public English, fostering a sense of responsibility, establishing managing mechanics of reshaping multiple academic orientation.