The Exploration Of EFL Teacher Learning In The Context Of Social Constructivism

With the rapid development of the research on teachers'education theories and practices, especially in an era when teacher education has become an international and professional trend, teacher learning is one of the key factors which promote the effective development and change by themselves. It is obvious that the improvement of teacher learning ability should be counted as the key for teacher education in China.In recent years, with the rapid increase of research programs on EFL teacher education and teacher development from home and abroad, there are more and more introduction and reflection to EFL teacher education theories and teacher learning theories in foreign language circle.This thesis conducts a research on EFL teachers of Yunnan-based Honghe University, Dali University, Yuxi Teachers'College, Chuxiong Teachers'College and Qujin Teachers'College. Specifically, the study generates hypotheses regarding the following questions:1. What problems do college EFL teachers have during teaching?2. How do they learn to teach in the situational working context?3. What strategies do they use to seek development and change?The result indicates: Teachers are eager to improve their teaching competence through learning activities; Not every teacher is capable of applying learning strategies to their teaching practice properly; Most of the teachers'learning methods and strategies are somewhat individual behaviors, lacking universal guidance and even beneficial advice, and teaching activities in most cases are still regarded as personal undertaking without the necessity of cooperation; Young teachers should be encouraged to take part in more workshops, and elicit some revelations by generalizing the bits and pieces of experience.The research is conducted under the guidance of social constructivism and other theories such as teacher cognition, with the purpose to find some useful revelations to English teaching in Yunnan, where the language proficiency of the teachers and students are much lower than the national average.