A Study Of New English Teachers' Professional Development In Junior High School

With the development of economy and technology,English has been widely used,more and more people began to pay attention to English education,the new English teachers' professional development has gradually become a hot topic at home and abroad.As a participant in the new curriculum reform,junior high schools English teachers play a very important role,so the professional development of the English teachers in junior high schools has become the key to the success of the new round of curriculum reform.However,how to promote the professional development of new English teachers in junior high schools has become an urgent need to explore.Because of the current researches on the new teachers' professional development in China,more researches are in the view of the theoretical aspects,while there are not many practical researches.Based on the above reasons,this paper takes some junior high schools in Ganzhou as samples,and studies the current situation of the professional development of new English teachers in junior high schools by means of quantitative questionnaires and qualitative interviews.The new junior high school English teachers mentioned in the study are the teachers who have been teaching English in junior high schools for 1-3 years.In this study,120 new junior high school English teachers in Ganzhou city were surveyed,and the collected data were analyzed by Excel and SPSS16.0 software.The interview was a supplement to the questionnaire,and 16 of the 120 junior high school English teachers were selected as the interviewees.The research found out that: 1.At present,there are many problems in the professional development of the English teachers in junior high schools.Most new teachers are lack of enthusiasm and initiative of professional development,and their professional development consciousness is not strong.2.Restriction factors on the professional development of new English teachers in junior high schools are both teachers' personal reasons and external factors,such as the school's evaluation system,the constraints of the test.3.Mentoring as a main approach to help new teachers to adapt to teaching as soon as possible,there are some problems in the process of mentoring,such as:generalizing and narrowing the significance of the mentoring;the unclear target,random matching,lack of process guidance,failure supervision and low enthusiasm,singleincentive mechanism and so on.It is hoped that through this study and the thesis,it will provide a strong theoretical and practical basis for the professional development of new English teachers in junior high schools and improve the quality of junior high school English teaching.At the same time,it puts forward some suggestions to improve the mentoring activities to promote the professional development of new English teachers in junior high schools.