Study On Current Situation Of Secondary EFL Teachers’ Professional Development In Underdeveloped Economy Territory Under New Curriculum Reform

With the situation of global economic unification, to master a foreign language especiallyEnglish is becoming more and more important. However, the EFL teachers’ professionalquality in the elementary education in China (is troubling)causes anxiety. In recent years, anew round basic educational curriculum reform performs in our country. In thesecircumstances, the EFL teachers are asked for new requirements by the nation. As thepromoters and practitioners, the teachers’ professional quality is one of the determinants of thesuccess of curriculum reform. In various conditions of improving teachers’ professionalquality, the long term strategy with the best future is to promoting teachers’ professional development.Teachers’ professional development is the important orientation in the global teachers’ enducationalreform, and the main topic in teaching pratice.The thesis is aimed at a study of the professional development situation of the EFLteachers in Ganzhou under the new curriculum reform. It attempts to explore theirprofessional quality, English proficiency level, beliefs in English teaching, self-evaluation andreflection on teaching and so on. And try to provide some suggestions to both schooladministrations as well as teachers. There are six parts in this thesis. Chapter Ⅰ is theintroduction. It introduces the background and the rationale of the study. Chapter Ⅱ is theiterature review which overviews teachers’ professional development, including itsbackground, definition, and related studies at home and abroad. Also introduce the ways ofteachers’ professional development. Chapter Ⅲ relates to the necessity of teachers’professional development which discussed in four aspects. Chapter Ⅳ is the survey conductedon118EFL teachers from different middle schools in Ganzhou which explores thedifficulities and problems of the teachers’ professional development under the new curriculumreform. Chapter Ⅴ is analysis and discussion. Based on the questionnaires of118EFLteachers of secondary schools, some problems have been found, such as teachers’ deficiencyof systemic professional knowledge, lack of reflective teaching, teaching overburdened anddevoid of time, and financial support for further study, these dificulties arre the obstacles tothe improving of teachers’ professional quality. It is shown that EFL teachers of secondaryschools are confronted with various difficulties. To solve the problems, implications and applications are provided for government and school authorities, they are hoped to carry out adiverse range of in-service educational projects. While for teachers, they are advised toconduct reflective teaching and learn how to collaborate with others. Chapter Ⅵ is conclusion,which suggests that EFL teachers should promote professional quality according to the actualsituation to improve their ability in teaching and research. Since the study is carried out in asmall scale, it is impossible to inquire all the problems. A number of relevant issues still needfurther study.