On Professional Development Of Chongqing Primary School English Teachers

Teachers professionalism and teachers professional level has been considered to bea major issue in teacher education worldwide, especially in the1980s, teachers’professional development have become the subject of educational reform and attention.In recent years, the professional development of teachers has also become one of the hotissues in China’s education sector. Teachers’ professional development is educationreform and the driving force, how to improve teachers’ professional level, so how topromote the professional development of teachers is to be the subject of in-depth study.However, current research in this area is relatively rare, and the study of Englishteachers in primary school is blank.Through checking domestic and foreign literature on teachers ’professionaldevelopment, and combing with reality, this paper uses questionnaires and interviews toinvestigate primary school English teachers in Chongqing. By analyzing the status ofthe Chongqing Municipal Primary English Teachers ’Professional Development, thispaper explores the problems of the region’s primary school English teachers’professional development and the reasons, then put forward several proposals on thisbasis.This article is divided into four parts:Part I: Preface. It is about the study background and significance, researchpurposes and research methods, content and research ideas.Part II: Related commentary of domestic and foreign English teachers’ professionaldevelopment.The third part: This paper describes the theoretical basis of this study: theconstructivist learning theory, structure theory of teachers’ professionalism, andreflective teaching theory.Part IV: Through the analysis of survey data and interview data on the status ofprimary school English teachers’ professional development in Chongqing, this paperdiscusses the current major problems and causes. The problems of primary schoolEnglish teachers ’professional development: the occupational identity of teachers isvague and without a strong sense of professional development; insufficiency ofprofessional knowledge and solid enough; the level of expertise needs to be improved;urban and rural primary school English teachers’ professional development is not balanced. The main reason for causing these problems: non-perfect school managementsystem; closed and conservative cultural atmosphere; evaluation mechanism is notperfect; lack of pre-service education; teachers’ continuing education is not standardizedfrom the primary school English teachers to the actual needs; the gap between urbanand rural primary schools; primary school English teachers lack of knowledge of theirown professional development.Part IV: It is about the suggestions and strategies to improve primary Englishteachers’professional development. There are some suggestions and strategies: improvethe external assurance system; value the training of primary school English teachers;build teacher training model in line with the characteristics of primary school Englishteachers; actively build a school culture; update the concept of primary school Englishteachers and strengthen their self-development awareness.