Study Of Curriculum Development Of Pre-service English Teacher Edueation Based On Teachers’ Professional Development

At present, English course has been offered commonly in primary and middle schools. In parallel, colleges’ responsibility for cultivating English teachers for primary education shoulders a glorious but tough mission because pre-service education has a direct and significant influence on primary education. Hence, the National Mid and Long-term Reform and Development Plan (2010-2020) explicitly presents that it is necessary to strengthen teachers’qualification, improve teachers’ qualities, and strive to cultivate a well-constructed team of qualified and professional teachers who are equip with high qualities, noble morality, exquisite workmanship and vibrant passion. As for pre-service teacher education, curriculum development is the basic ingredient to cultivate teachers. It is obvious that it is of great significance to conduct a study of curriculum development of pre-service teacher education.Enlightened by the previous studies on curriculum development and based on the theories relevant to teacher knowledge and system, this study aims at discovering the existing deficiencies in the current situation of English education curriculum development through investigating and interviewing the English teachers who graduated from English Education in Guangxi Normal University and interviewing the senior students majoring in English Education in the same university. Consequently, on the basis of the findings drawn from the study, this study provides pertinent implications for the purpose of optimizing the curriculum development of pre-service teacher education. The results of the study indicate there are some problems in the current English curriculum development. Firstly, the structure of curriculum is unreasonable. Courses related to subject matter knowledge occupy a disproportionately large number of all. And the curriculum development bears the problems of an unreasonable structure and reduplicative teaching contents. Secondly, the content of curriculum is insufficient. Some course contents related to language skills, teacher education, teaching practice are inadequate. Thirdly, there exist some phenomena of disjointedness in the combination of theories and practices in the process of teacher education.In response to the existing problems of curriculum development, related suggestions are proposed. First of all, it is wise to adjust courses about subject matter knowledge by decreasing the ratio and balance the interior construction of curriculum development. Second, it is necessary to increase suitable class hours of spoken English, educational knowledge courses and teaching practice. Third, it is a need to set up courses combining educational theories with teaching practice and lay enough emphasis on the practicability of educational knowledge.This thesis consists of five chapters. Chapter one introduces the background, purpose and significance of the study as well as the framework of the study. Chapter two explains definition of relevant concepts and offers the retrospect of research literature in the concerning domains at home and abroad. Chapter three describes the research process, including data collection. Data analysis the findings of this study are presented in Chapter four. Chapter five shows the related suggestions. Chapter six is the conclusion.