On The Self-development Of The Junior Middle School English Teachers In Suburbs

Teacher quality is a key to determine education quality. Improving the quality of teachers is closely related to the teachers'continuous self-development in their career. In the context of the international economic globalization, China's advanced cities maintain a good momentum in teacher self-development, but there is a big gap of the teachers'self-development between the urban and rural districts. Until now, some research has already been made to some degrees on the self-development of the urban and rural teachers. However, there has been little research on the self-development of the teachers in suburbs, especially of the junior middle school English teachers. The author believes that the suburban district is like a bridge connecting urban and rural areas and that the study on how to promote the self-development of the junior middle school English teachers in this district is significant both practically and historically for improving the teachers'quality, bridging the urban-rural educational gap and achieving the integration of China's urban and rural education.In the study, from a theoretical point of view, the author first clarifies the definition and connotation of teacher self-development and the relationship between teacher self-development and autonomous learning, analyzes the internal and external factors affecting teacher self-development and presents the four new models and ways of promoting teacher self-development at home and abroad: the cooperative learning, the action research, the participatory training and the teacher professional development schools. Furthermore, from a practical point of view, through questionnaires and interviews, the author has conducted a sample survey of the junior middle school English teachers'self-development in Chengdu suburbs which involves 25 schools and 112 teachers. It covers eight aspects: the general situation of the surveyed teachers, their professional attitude and motivation, educational belief, knowledge, capacity, understanding of teacher self-development, the ways and means of their self-development, and the factors affecting their self-development. The data of the investigation shows that the comprehensive level of the junior middle school English teachers in this district is comparatively low, their educational belief and sense of self-development are relatively weak, and they relatively lack the relevant professional attitude and motivation, theoretical knowledge , teaching capacity and capacity of self-development are fairly . Finally, on the basis of the combination of the theoretical study and the practical investigation, the author puts forward the ideas of promoting the junior middle school English teachers'self-development in suburbs from three aspects: awakening the sense and establishing the belief; the capacity cultivation and development implementation; and environment creating and platform building for the teacher self-development. Hopefully, the study will provide a valuable reference to China's English educational reform in the new period, especially in the promotion as a whole of China's English teachers'professional self-development and the enhancement of the teacher quality.This dissertation is divided into five chapters. Chapter One: Introduction; Chapter Two: Overview of Related Theories and Previous Research; Chapter Three: Survey and Analysis of the Junior Middle School English Teachers'Self-Development in Suburbs; Chapter Four: Conception of Promoting the Suburban Junior Middle School English Teachers'Self-Development; Chapter Five: Conclusion.