Junior Middle School English Teachers’ Professional Development From The Perspective Of High Quality Education

In1681the first teacher training institution all over the world was founded in France,which became the starting point of teacher’s professional development system. In1966UNESCO and the International Labour Organization emphasized the professionalism of teachersin the book "recommendation on the status of teachers". Late1960s, American scholar Fu Lecompiled "Questionnaire of what teachers concern about " which opened the prelude to theresearch of teacher development theory. Then education experts all over the world have proposedthe teachers’ professional standards. In1986the United States established the "teacherprofessional development schools". Teachers’ professional development theory explores the lawof the teachers’ career development. In the21st Century, with the development of China’s basiceducation curriculum reform, teachers’ self professional development issues become the focus,and quality education provides the opportunities and challenges for teachers’ professionaldevelopment. Quality education emphasises on human potential development and promotespeople’s overall quality, which is the unity of quality and efficiency. In China, English is learnedas a foreign language instead of a second language, English learning is still classroom-basedlearning, and it mainly relies on the teacher in the classroom to provide a large amount ofcomprehensible language input and guidance for the students to understand, therefore, China’sEnglish teaching standard and the students’ whole English quality depend on English teachers’professional quality. Outstanding teachers are scarce resources, and education levels of juniorhigh school English teachers have to be further improved. A number of teachers are notself-satisfied with the status, the lack of job training opportunities as well as training superficialphenomenon is not uncommon, many teachers repeat old-fashioned teaching methods year afteryear, and their teaching quality is improved slowly, at the same time the study on thedevelopment of teacher professionalization starts late. The study should meet the diverse needsof different teachers in different stages to promote professional development of teachersespecially from the current situation of English education in China. However at present, theresearch in this area is not enough. Many teachers are so busy that they lack time andopportunities to re-learn to improve their abilities, facing the new education idea, new teachingtheory and the modern teaching technology, they are unable to cope, unable to meet the requirements of the times. There exists the problem of insufficient demand in the varyingdegrees of junior middle school English teachers’ professional development currently. This is thetheoretical and practical basis of the subject of this study we have established.This study adopts the method of literature review, questionnaire, interview and case method,through the English teachers’ professional development and presents situation observation,investigation and analysis of junior middle school English teachers’ professional development.We make a survey of the present existing problems, the needs and the confusion in the process ofthe English teachers’ self professional development.We analyse the objective and subjectivefactors of promoting and impeding the middle school English teachers’ professional development,and give some strategies and recommendations on it.Firstly, English teachers should foster the consciousness of lifelong learning, professionalself development. They should combine theory with practice and actively carry out reflectiveteaching, so as to continuously enhance their professional level.Secondly, school leaders should renew educational philosophy, and establish teachers’professional self-development awareness. They should also provide learning opportunities forfurther studies and establish incentive mechanism to promote school management for teachers’sustainable developmentDue to time and other factors, the study samples only reflect the local junior high schoolEnglish teachers’ professional self-development status, so the conclusion has certain limitations.