An Investigation on EFL Teachers’ Needs for Professional Development in Junior Middle Schools in China
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Liu Lei & Shin, Dong-Jin. “An Investigation on EFL Teachers’ Needs for Professional Development in Junior Middle Schools in China.” Studies in English Language & Literature 46.1 (2020): 147-176. With the rapid development of globalization, the number of English learners increased as the day passed. Since we are now living in the era of knowledge explosion. In China, learning English is compulsory in middle school, while the period of junior middle school is the golden period of English learning. The teacher is an important part of educational system, and the status of teachers’ professional development concerns the teaching quality. Traditionally, teacher development programmes have concentrated mainly on enhancing teachers’ teaching techniques and skills, largely disregarding their real needs and demands. Therefore, under the background of new national situation and new curriculum standards, as the demand for junior middle school students’ English level and English language education has increased exponentially with the economic growth and globalization (Li Jing, 2010). Based on the teachers’ professional development in China, combined with previous research results, the writer investigates the EFL teachers who took part in national training plan organized by Baoding University in April 2019 and claims their needs of professional development. The survey revealed following results: 1. There are a few problems existing in EFL teachers’ professional development in junior middle schools, such as lack of professional knowledge structure and teaching ability, monotonous in teaching content and weak teaching ability in English; 2. The two major factors restricting teachers’ professional development are the work pressure and no ways for advanced studies. Based on the research results and the actual English teaching situation of Hebei Province, current study tries to put forward the ways of teachers’ professional development from three aspects: training, well-designed training contents and peer coaching. (XingTai University & Jeonju University)
Abstract
Liu Lei & Shin, Dong-Jin. “An Investigation on EFL Teachers’ Needs for Professional Development in Junior Middle Schools in China.” Studies in English Language & Literature 46.1 (2020): 147-176. With the rapid development of globalization, the number of English learners increased as the day passed. Since we are now living in the era of knowledge explosion. In China, learning English is compulsory in middle school, while the period of junior middle school is the golden period of English learning. The teacher is an important part of educational system, and the status of teachers’ professional development concerns the teaching quality. Traditionally, teacher development programmes have concentrated mainly on enhancing teachers’ teaching techniques and skills, largely disregarding their real needs and demands. Therefore, under the background of new national situation and new curriculum standards, as the demand for junior middle school students’ English level and English language education has increased exponentially with the economic growth and globalization (Li Jing, 2010). Based on the teachers’ professional development in China, combined with previous research results, the writer investigates the EFL teachers who took part in national training plan organized by Baoding University in April 2019 and claims their needs of professional development. The survey revealed following results: 1. There are a few problems existing in EFL teachers’ professional development in junior middle schools, such as lack of professional knowledge structure and teaching ability, monotonous in teaching content and weak teaching ability in English; 2. The two major factors restricting teachers’ professional development are the work pressure and no ways for advanced studies. Based on the research results and the actual English teaching situation of Hebei Province, current study tries to put forward the ways of teachers’ professional development from three aspects: training, well-designed training contents and peer coaching. (XingTai University & Jeonju University)
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