Professional development of English (EFL) faculty members in a large comprehensive university, China: The teachers' perspectives

The increasing number of English learners demands more qualified EFL teachers in China. The latest development and trend in language teacher education emphasizes the study of teachers as learners. The teachers' perceptions, beliefs and practices should be studied.; The purpose of the study is to profile the demographic status of the teachers of English (EFL) in a large comprehensive university in China and investigate their perceptions of the knowledge base and the major sources that these EFL teachers use to acquire their professional knowledge base. This study also explores the possible influence of demographic factors on these teachers' professional development. Data were obtained from a questionnaire designed by the researcher. Sixty-nine out of 79 EFL teachers at Jilin University responded to the survey.; The study found that English proficiency (in particular, the four basic communicative skills) was perceived as being the most important skills, and the knowledge pertaining to classroom teaching as being very important for EFL teachers at Jilin University. The subjects mostly acquired English proficiency and knowledge of the English language in undergraduate or/and graduate programs. Reading and experience were basically the major sources for them to learn about general pedagogy and classroom teaching. They also report their interest to further improve their English proficiency and learning about classroom teaching. Demographic factors such as gender, English programs, and teaching loads were found to have no influence on these EFL teachers' perceptions and choices for learning sources. Other demographic factors such as overseas experiences, and affiliations with professional organizations had slightly influenced some teachers' perceptions and their choices for learning sources.; The study mainly implied that more courses on classroom teaching should be added to the EFL teacher education curriculum in China. Academic activities such as seminars and in-service programs should be facilitated for these teachers. Moreover, opportunities to visit or study in English-speaking countries should be created for more Chinese EFL teachers. The EFL teachers at Jilin University should strengthen their sense of professional development by being aware of the importance of professional organizations, establishing a professional development plan, and reflecting upon their teaching practices.