A Study Of Junior High School English Teacher Professional Development Based On Implementing Micro-Lectures

The rapid development of network information technology has facilitated teaching with technology.The application of micro-lectures is one of the examples.This thesis aims to study teacher professional development based on implementing micro-lectures in junior high schools.Based on the reflective teaching theory and peer instruction theory,this study investigated junior high school English teachers’ attitudes towards,needs and expectations of professional development for applying micro-lectures in class.Twenty English teachers from one junior high school and 30 junior high school English teachers from a WeChat communication group volunteered to participate in the study.Questionnaire and interview data were collected and analyzed.Firstly,23 junior high school English teachers took part in the pilot study,which in order to know the participants’ condition on complementing micro-lectures in their teaching.Then,50 junior high school English teachers completed the questionnaire about teacher professional development based on implementing micro-lectures in class.Five English teachers were interviewed to study their perceptions toward teacher professional development for implementing micro-lectures.SPSS 22.0 and So Jump were applied to analyze the data.It was found in this study that,the English teachers of junior high school held positive attitudes toward micro-lectures and have the passion for applying them in classroom teaching practice.Challenges for teachers to implement micro-lectures were found to be computer application skills,the systematic of teaching,and good teaching ability to the teacher professional development that implementing micro-lectures in teaching.It was found that teachers believed that their professional development level was inadequate in designing and implementing micro-lectures.Data analysis shows that the current teacher development model could not meet the needs of teacher professional development.Therefore,it is necessary to explore a teacher professional development model for implementing micro-lectures.The findings of this study may provide empirical evidence for designing professional development programs for junior high school English teachers.