A Study On The Professional Development Of Uyghur High School English Teachers In The Context Of New Curriculum Reform

During the past three decades, especially since the1980s, teachers’ professionaldevelopment has become one of the hottest topics at home and abroad and has beendeveloped into a field of great theoretical value and practical significance. A lot ofresearch has been done to improve the quality of foreign language teaching, as one ofthe crucial factors, teachers’ professional development has been paid more and moreattention.English curriculum reform offers a good opportunity for the professionaldevelopment of English teachers and also brings them a big challenge. Although a lotof researchers have done a lot of researches on teachers’ professional developmentfrom various perspectives, the research on Uyghur high school English teacher’sprofessional development is still rare.Based on the review of the studies of senior English curriculum reform, thisthesis investigated and analyzed the present situation of the professional developmentof English teachers in some high schools in Kashi, summarized the influencingelements to teachers’ professional development.Through the data analysis, this study finds that: First, for the teacher team inKashi area, sex ratio, title structure, age and seniority structure and teachers’professional structure are not reasonable. So the career satisfaction is relatively lowand stableness is poor. Second, teachers’ awareness of self-development is relativelyweak, their educational philosophy is relatively backward, and their professionalknowledge is deficient. Third, factors that affect Uyghur English teachers’professional development in high school include: lack of teaching resources, lack ofprofessional ideals and beliefs, lack of professional identity, lack of awareness ofself-regulated learning and the imperfect teacher training system.