A Research On English Teacher Professional Development Based On Master Teacher Workshop

Teacher professional development has always been the focus of international education research.International research on the paradigm of teacher education can be traced back to the 80 s of the 20 th century,and the teacher education approach represented by Britain and the United States is different from the traditional teacher education paradigm.One of the significant differences is that new teacher education focuses more on team collaboration,believing that creative talents can be shaped through the division of labor and mutual feedback in teams.According to the opinions promulgated by the Central Committee and the State Council in January2018 on comprehensively deepening the reform of teacher team construction in the new era,it emphasizes the requirements for vigorously revitalizing teacher education and continuously improving teachers’ professional quality and ability.As the front-line workers in education,secondary school teachers are expected to improve their professional development skills.Therefore,it is imperative to accelerate the pace of development of secondary school teachers.In recent years,the vigorous growth of the Master Teacher Workshop has provided new ideas for promoting the professional development of teachers.As a teacher learning community,the Master Teacher Workshop has become one of the important ways to promote the professional growth of regional teachers with its advantages of high-quality resources led by master teachers,teamwork of professional learning community,and relevant policy support.The present study adopted 86 members of the English Master Teacher Workshops in three municipal and two district-level as the research subjects,and the research focuses on their professional development in the English Master Teacher Workshop through questionnaires and interviews.Data has been analyzed by SPSS22.0.The results reveal that secondary school English teachers have improved their teaching ability,scientific research ability,coordination ability and awareness of sustainable development in the Master Teacher Workshop.However,due to the lack of comprehensive understanding and mastery of member teachers in terms of activity design,theoretical guidance and external support conditions during the construction and operation of the English Master Teacher Workshop.Different demands of member teachers have been ignored,effective development thus has been diminished.Due to the characteristics of the social era,teachers are pushed to lifelong learning and sustainable teacher professional development.In addition,the study found that the core values of English Master Teachers Workshops,external policies,and teacher self-reflection affect the professional development of member teachers.Based on the current situation,English teachers are willing and want to improve their professional development,so as to promote their teaching and research ability,coordination ability and sustainable development awareness.Based on the results of this study,this paper proposes that the English Master Teacher Workshop can build a shared value of the workshop,strengthen cooperative learning and innovate the form of workshop activities,and ultimately promote the professional development of secondary English teachers.