A Study On The Professional Competence Of Excellent Junior High School EFL Teachers In China

In the field of education,one of the important feature in the 21~stt century is the design of standards.At present,the establishment of professional standards of teachers is a hot research topic,because the degree of specialization of teachers directly affects the quality of education and teaching.Therefore,to carry out the research on the professional competence of secondary school EFL teachers based on professional standards,and to analyze the problems that exist in the professional competence of EFL teachers.It is of positive significance for further improving the teaching quality,and to promote the building of professional standards for Chinese secondary school EFL teachers.From the perspective of professional standards,the professional competence of accomplished foreign language teachers involves eight dimensions,such as educational theory and practice,language and culture,language pedagogy,professional ethics and responsibility,professional relationships,awareness of wider context,advocacy and personal characteristics.The research subjects are 12 contestants who won the awards in the 12th National Secondary School EFL Teachers'Teaching Basic Skills Competition organized by the National Basic Foreign Language Teaching Research Center.Basing on the perspective of the Professional Standards for Accomplished Teaching of Languages and Cultures in Australia,and relying on the analysis of theories and the observation of videos analysis,the research aims to answer three questions:(1)How about the teachers'teaching competences in English teaching in China?(2)What are the problems existing in the development of professional competence of accomplished secondary school English teachers in China?(3)What are the reasons for these problems?The results show that,with reference to Professional Standards for Accomplished Teaching of Languages and Cultures in Australia,in secondary schools'English teaching,most of the participating teachers can basically meet the requirements of the teachers'standards dimensions,but there are still some shortages.In particular,all the participating teachers are accomplished in the dimensions of educational theory and practice,language culture,language pedagogy,ethics and responsibility,advocacy and personal characteristics,etc..Among them,the dimensions of professional relationships and awareness of wider context are slightly weaker.The reasons for these problems are that English educators'cross-cultural communication consciousness is weak,and the English educators didn't actively encourage students to construct the knowledge among the various subjects,which directly affect the students'English study and use.At the same time,the state does not have a high quality teaching standard framework,so that the English educators'teaching level and specialization level of foreign language teaching development is uneven.And it is from the comparison,it is concluded that Australia's Standards can both be a reference framework to observe the secondary school's English teachers'professional competence in China and also can provide some meaningful implications for the building of China's own secondary school English teachers'standards.Therefore,in order to promote the development and growth of teachers'professional competences,some follow-up,operational suggestions in the perspective of standards designing are put forward for China's secondary school English teachers and educational institutions:(1)For secondary school English teachers,in order to enable to make them do better and achieve better teaching results in their own fields of specialization,it is necessary to organically combine the professional standards and program standards.On the one hand,professional standards should interact with teachers'standards,and on the other hand,the program standards should also need follow the pace of teachers'professional standards.(2)For educational institutions,since the battle field for teaching being in the classroom,the priority should be taken to the building of a quality teaching framework.In other words,a kind of high quality teaching must be the result of the interaction of intelligence quality,high quality learning environment and significance.(3)For educational institutions,in order to further promote the development of secondary school English teachers'professional standards,it is necessary to design different classification professional competence standards for teachers in different regions so as to improve the teaching effect.All in all,the paper is a useful attempt to study the professional competence of Chinese accomplished English teachers.It may both provide a reference framework to observe the secondary school's English teachers'professional competence in China and provide some meaningful implications for the building of China's own secondary school English teachers'standards.