Study On The Professional Development Of Guangxi Secondary EFL Teachers In The Context Of New Curriculum Reform

Since 1980s and 1990s, with the development of globalization over the world and the progress of the opening policy of our country, foreign language has become more and more important. Consequently, a"hot"phenomenon of foreign language emerged, and there are more and more foreign language learners, especially English learners. However, the quality of EFL teachers is worrying. How to improve the quality of EFL teachers and how to implement the program of EFL teacher education effectively have become hot issues in the reform of foreign language education. Traditionally,"teacher training"is the substitute of"teacher education". However,"Teacher training"concerns more about the teaching methods and skills, and there are some limitations for teachers'development. In the past decades, with the strong voice of teacher professionalism and the continual development of curriculum reform internationally, professional development has gradually become a new trend of teacher education in various countries, the basic purpose of which is to improve teaching and facilitate the development of schools. Essentially speaking, teacher professional development refers to the process in which the teacher learns new knowledge and improves professional competence. Through this process, the teacher's internal structure will be updated, evolved and enriched. It is a continuous process of development through the teacher's career rather than one or two short-term trainings.In the early 21st century, the new curriculum reform of basic education was started in our country. On one hand, the reform provides both opportunities and challenges for teachers, and it is propitious for accelerating teachers'professional development. On the other hand, teachers'professional development in turn guarantees the successful implementation of the reform. The thesis aims to probe into the status quo and strategy of Guangxi secondary EFL teachers'professional development in the context of the new curriculum reform. Chapter I introduces the background and rationale of the study. In Chapter II, an overview of teacher professional development is given, including its background, definition and related studies at home and abroad. Chapter III explores the requirements of secondary EFL teachers'professional development suggested in the new curriculum reform. In Chapter IV, based on the questionnaire survey of 286 in-service secondary EFL teachers, the problems of their professional development...