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Professional Development Of English Teachers In Senior High School In Lhasa Region Based On The New Curriculum Reform

Posted on:2015-01-19Degree:MasterType:Thesis
Country:ChinaCandidate:S Q HaoFull Text:PDF
GTID:2267330422470428Subject:Curriculum and pedagogy
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Since2004, the new curriculum reform has been practiced in Tibet.Looking back over the several sages of the reform, we can find thatschools involved have achieved marvelous results. For the sake of that,the teachers that work in senior middle schools should be paid attention to.In the thesis, on the basis of the teacher development in basic education inthe Lhasa region in the context of the new curriculum reform, in terms ofthe teachers’ structure, the present situation of teacher development,teachers’ beliefs of English teaching, teachers’ needs in professionaldevelopment, methods and approaches of teacher development, theinvestigation analyzed how to improve teacher development for theEnglish teachers in the senior middle schools in the Lhasa region, how toachieve success and how to develop English teaching. This study is onlyan exploratory one and tends to be simple. It is hoped that more expertsand people will focus their attention on teacher development in basiceducation in the Lhasa region, and that the education in Tibet willdevelop well in the future.During the study, seventy-three teachers participated actively in thesurvey and completed the questionnaires. The data are analyzed. Therelated literature of experts at home and abroad is reviewed. With the helpof SPSS20.0statistics software, based on the five above-mentioned dimensions, the investigation analyzed the teacher development in theLhasa region, including the current situation, teachers’ beliefs of Englishteaching, teachers’ needs in professional development, methods andapproaches of teacher development. It is hoped that more suggestions willbe put forward for teacher development.Structure the survey; it is found that teachers hold differentopinions about the contents of training, methods of training, schedules oftraining, patterns of training in teacher development. It is suggested thatteacher development in the Lhasa region can be improved by way ofraising teachers’ awareness of teacher development, strengthening thesupport on policy and providing a stimulus, establishing training platformin schools, paying attention to teacher burnout, diversifying the contentsof training and being flexible in the formats of training. It is hoped thatteacher development for English teachers will be more scientific, moreeffective and more humanistic.The thesis consists of five parts, the introduction, research onteacher development, the result of research and analysis, suggestions forteacher development and summary.Chapter I. Introduction. The reason that new curriculum reform whylead to teacher education; the present situation of teacher education athome and abroad; the conception of teacher education.Chapter II. Research on teacher development. Firstly, discuss the related factors of the teacher professional development. Secondly, narratethe concept of the teacher professional development. Thirdly, analyzes thethree concepts and context of teacher growth that are teacher education,teacher development and teacher professional development. Thesubstance of teacher professional development is as expert a process thatis a continuous development and improvement in professional thinking,professional knowing, and professional ability for teacher. That is, aprocess is from new teacher to expert.Moreover, in terms of the otherfactors, research approach and teaching practice, the investigationdiscussed the concept and content of teacher professional development.The last part includes two sections that are structure of teacherprofessional development and paradigm.Chapter III. The result of research and analyses. The nine aspects innew curriculum reform are order teacher to develop that improve theirsknowing and skill so that they can meet need of new curriculum reform.This chapter analyzes structure of English teachers in high school inLhasa region. The qualifications of them are meet almost all standards,female teachers than male teachers.We found that training approach in English teachers’ professionaldevelopment in the Lhasa region is mainly to distance education, and fewfull-time (on-service).In terms of training, the training theory is new andit is not meet the need of teacher. The result that trained teachers can understand not it. In the word, the demand for teachers to learn newcurriculum ideas is strong. Advocated task-based teaching, observing andanalyzing lessons new curriculum reform in new curriculum reform, butthey are confused. Considering teachers’ Professional development in theLhasa region in present approaches, constraints and expectationspathways, teachers want full-time training, demonstration guidance, andpeer exchanges to promote the professional development of teachers.Chapter IV. Suggestions for teacher development.1. Strengthen thesense of self-development of teachers, training teachers’ professionalaccomplishment;2.Optimized incentives to carry out various forms oftraining and training content diversity;3.Shool-based curriculumdevelopment, improve the professional level of English teachers;4. Focuson curriculum of different gender in teacher education;5. Focus onstudents’ interest in training and learning methods to guide teachertraining;6. Build multi-channel platform in teacher training in order toteacher professional development;7.Focus on teachers living and solvethe teacher burnout.Chapter V. Summary.
Keywords/Search Tags:The new curriculum reform, Lhasa region, Englishteacher, teacher development, investigation and research
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