Teachers In School-based Learning

Teacher learning is the basis and precondition of teacher professional development. Despite the pre-formal education and in-service continuing education training provide substantial learning opportunities for teachers, and it plays an important role in teacher professional development, but teachers as adult learners, the activities in the workplace for teachers are closely linked with their development. Learning needs of teachers in non-academic education is more clearly reflected in the learning process, teachers learning intentions in the workplace are also active. Teachers' professional characteristics and schools' reality decided that most of the teachers can not leave the teaching position and take a long time to receive formal training. The school-based learning and communication between in colleagues in workplace are benefit for teachers' practical needs.In this paper, the researcher makes her point through typical case study on one high school in Ningxia Yinchuan and tries to study the situation of English teacher school-based learning and its impact for their professional development. Then, researcher studies the school-based learning activities of the English teachers in this high school and makes several suggestions to enhance the effect of school-based learning.in this high school.Multiple methods of data collection, including interview, and questionnaires, were adopted in this qualitative study.The thesis contains four parts as follows:Part one; It introduces the research background,relevant studies at home and abroad, carding a teacher learning, school-based teacher learning communities and other related concepts. Based so, researcher defines the concept of teachers school-based learning and described the design and methods of this study.Part two; Through interviews and questionnaires, researcher analysis the school-based learning status of high school English teachers, including its learning objectives, learning difficulties, learning content, learning needs, learning attitude and learning aspects of protection, and induct related factors and characteristics of teacher school-based learningPart three; School-based learning practice of Y school teachers, Researcher through the case to display Y-school teacher's school-based learning activities in teacher's learning community, then, analyze problems of Y school teacher's school-based learning.Part four; Conclusion and suggestions. Induct positive significance of Y school teacher's school-based learning. And then, relevant recommendations of school-based learning effect were given.Part five; Epilogue. In this part, the author reflects on herself and the whole process of this research.