A Research On The School-based English Teacher Training Of Rural Secondary Schools In Guangxi

With the deepening and development of the New English Curriculum Standard, the whole quality of secondary English teachers in China still has to make great progress in many ways, especially in rural areas. Seeking for the suitable training method is the key to improve the teaching quality of English teachers in rural junior high schools in Guangxi.Teachers’continuing education is a part of professional development of teachers and school-based teacher training which embodies the idea of "for school", "in school" and "on school" has been a significant approach of teachers’further education. Making efforts to carry out school-based teacher training should be the main point to enhance rural English teachers’teaching ability and education idea. Only by fully combining in-school and out-school resources, can training really meet their needs.The author selects 50 English teachers in rural junior middle schools of Nanning, Guilin, Guigang Baise, and so on as examples. The questionnaires and interview are used to make the investigation. According to the questionnaires, the results manifest the education status quo of rural English teachers of the secondary school in Guangxi and discover some problems while implementing school-based teacher training. In order to fully study the existing problems, interview is applied to some of rural English teachers as the complement of questionnaire. According to the investigation, the author finds out that:(1 Heavy teaching tasks reduce teachers’chances of participating in school-based teacher training; (2)While implementing school-based teacher training, many rural middle schools neglect the needs of teachers’professional development and didn’t lay emphasis on the basis of their own schools; (3) The training method is simple and the contents of school-based teacher training lack efficiency and pertinence. Considering the different problems of rural English teachers in their every developing stage, the author believes that we should combine school-based teacher training with teachers’ professional development under the promise of respecting teacher’s subjectivity and needs. For meeting the needs of English teacher as foreign language teacher, we should design training program and develop suitable school-based teacher training according to different growth stages of English teachers’ professionalization. At the same time, there are three school-based training modes playing important roles in each stages of teacher professional development:school-based training based on self-reflection, school-based training based on action research and school-based teacher training based on self-learning.This thesis contains six chapters.Chapter One mainly introduces the background, significance and structure of the research. Chapter Two reviews and summarizes previous studies by previous authorities and presents a solid theoretical function for school-based teacher training. Chapter Three elucidates research methodology, including the objectives, the methods and the research instrument of the study. Chapter Four describes the final results with a specific analysis of questionnaire and interview. Chapter Five presents the solutions and suggestions based on the analysis and results of the investigation. Chapter Six makes a conclusion of the study.