The School-based Research On Professional Development Of English Teachers In Junior Middle Schools

In the 21 st century, with the deepening of China’s basic education course reform, teachers are put forward to higher requirements for their English teaching. The improvement of the English teaching depends on the improvement of English teachers’ qualities. In our country, the researches on the professional development of foreign language teachers are more inclined to theory. However, the school-based researches related to the professional development of foreign language teachers are still rare. The point of view of the author, as a teacher, based on researching the affairs and rules of the school and the teachers in the school as the research objects. The author did the research by interviews and observation. Among them, the depth interview, which the objects are three teachers with two, nine and thirty years of teaching experience at different stage of English teaching. The author can get details and information of the teachers form different levels and stages from the interviews and records. At the same time, the author studies the status in the implementation of the practical level by learning the policy of the teachers’ professional development and observing the related departments. On the basis of investigation and analysis, the author describes the present situation objectively of the professional development of the English teachers in that junior middle school and discovered the problems as well. From three aspects, the author put forward suggestions for the professional development of the English teachers in that junior middle school: the policy for professional development in that school; the service and guarantee provided by the relevant departments for the professional development of the English teachers; things that the English teachers should do to improve their professional development. Finally, the author drew the conclusion: The policy of English teachers’ professional development in this school should be more humanistic, which can let English teachers have more time and effort and be more initiative and enthusiastic in the professional development of English teachers. At the same time, the policy should also be targeted and institutionalization, and make the English teachers in this school more clear about the goals of professional development. Besides, the policy should be more binding and powerful. The author also suggests related functional departments perfecting their specific work, supervise, serve and guarantee well the professional development of English teachers in this school. Finally, the author from the results of the interview, combined with her own reflection, puts forward three suggestions on the professional development of the English teachers in this school: enrich the theory by reading and use the theory to guide practice; To keep pace with the times, improve the technical skills to serve for class and improve the professional teaching skills; Solid basic skills of English teaching. Promote the comprehensive, scientific and continuous personal professional development.