Study Of The School-based English Teacher Training In Secondary Schools In Guangxi

School-based teacher training, which originated from competence-based teacher education in the 1960's in America, holds that teacher education should be field-based in order to break the isolation of theory from practice in university-based teacher education. In the succeeding 20 years it became the mainstream in teacher preparation as well as in worldwide in-service teacher education. Introduced into China in middle 1980's, school-based teacher training gradually has become prevalent in the new round of teachers'further education required by the New English Curriculum Standards (NECS), and it has been a significant research in the implementation of our nation's further education project for secondary and primary schools.To advocate and implement School-based Teacher Training is the requirement of education reform originating from social and economic development. Also it is an inevitable response to the ideas of life-long education, unification of teacher education and teacher professionalization. It is the urgent demand and key safeguard to push in Quality Education and to implement the current basic educational curriculum reform smoothly and successfully in China as well. At the same time, it is the reasonable choice of borrowing successful experiences abroad to reduce the ineffectiveness of our traditional teacher training practice. Nevertheless, too many studies are hankering after the topic of school-based training, but some of them are superficial. And the value of it is either exaggerated or derogated. Seeing that, this thesis tries to propose some effective methods to implementing school-based teacher training based on the status quo of school-based teacher training of the secondary EFL teachers in Guangxi Zhuang Autonomous Region and existing problems in the implementation by drawing on some experience of foreign countries. In details, the thesis is mainly composed of six parts:To begin with, Chapter One shows the backgrounds and the general picture of school-based teacher training and states the objectives of this research.Chapter Two traces back to the time when school-based teacher training began and then reviews the researches on school-based teacher training both abroad, particular in the U.S. and U.K., and at home. Three countries have similar training objective, that is school-based teacher training should meet the needs of both teachers'professional improvement and schools overall development. But as far as the method of conducting school-based teacher training is concerned, they lay particular emphasis on different aspects. U.K. and U.S. pay more attention on the connection between elementary schools and universities or other teacher training organizations. But in China, we usually focus on the resources in schools but ignore resources outside.Chapter Three considers some supportive theories on school-based teacher training, including humanism, constructivism and reflective teaching. Based on these theories, the thesis gets some valuable implications to implementing school-based teacher training.In Chapter Four, with questionnaires and other methods, the author makes some surveys on the school-based teacher training programs designed for secondary EFL teachers. The results indicate that teachers'misunderstanding towards school-based teacher training, insufficient training resources and monotonous training methods result in the low efficiency of school-based training in Guangxi. Moreover, overloaded teaching tasks weaken some teachers'awareness of further education. They take part in some training programs formalistically.Based on the status quo of school-based teacher training in Guangxi and the existing problems, Chapter Five proposes reflective practice as an effective approach for its implementation to improve the professional development of English teachers in secondary schools. The author believes that we should propose reflective practice in schools and outside schools simultaneously and put forwards series of feasible methods.The last part is a brief conclusion. Transforming teacher's belief and improving teachers'professional development are keys to the success of our elementary reform. This change can be better obtained through each teacher's individual self-study, self-reflection and self-correction in his/her teaching practice. The thesis considers reflective practice as an effective method to implementing school-based teacher training, which makes full use of all resources accessible to fulfill the professional development of English teachers and to improve the quality of ELT.