A Study On The Professional Development Of English Teachers In Preschool Teachers Colleges

The quality of English teachers plays an important role among many factors thataffect English teaching quality. Therefore, more and more attention is paid to Englishteachers’ professional development. Previous relevant researches mainly focused onEnglish teachers’ professional development in universities, secondary schools andprimary schools. Few researches were conducted in preschool teachers’ colleges. Thisstudy is in favor of deepening the understanding of English teachers on the teacherprofessional development in preschool teachers’ colleges.Based on teacher learning, constructivist theory and socio-cultural theory, thestudy uses quantitative and qualitative methods to analyze the current situation ofEnglish teachers’ professional development in preschool teachers’ colleges.61English teachers from five preschool teachers’ colleges took part in the survey. Six ofthem were interviewed. The questionnaire and interview consist of four aspects ofEnglish teachers’ professional development: English teachers’ English knowledge andskills, English teachers’ knowledge and abilities of teaching and researching, Englishteachers’ professional development and their needs for development, and factorsinfluencing English teachers’ professional development.This study has the following major findings. First, most English teachers inpreschool teachers’ colleges need to improve their knowledge of English culturalbackground and knowledge of relevant teaching theories. Second, a certain number ofEnglish teachers need to improve their oral communication abilities and listeningabilities. Third, some English teachers need to improve their teaching abilities andmethods. Fourth, most English teachers need to improve their ability of doingresearch. Fifth, most of English teachers in preschool teachers’ colleges have strongdesire to participate in the education training activities. Sixth, some factors influenceEnglish teachers’ professional development, including facilitating factors andconstraining factors. Based on this study’s findings, the author proposes someimplications for educational administrators, teacher trainers and English teachers.