An Investigation Of The Professional Development Of The High-quality Foreign Language Teachers Across Gansu

The paper is designed to provide a study of the high-quality FLT's professional development. It consists the following of four parts:The first part includes objective, background, significances and theoretical framework. The paper took 169 EBTs as research object to identify their typical features of TPD. From 1999 to 2003, PED implemented project "226", the purpose of which was to take four years to select 2000 provincial backbone teachers in the field of primary and middle schools across Gansu, among whom 200 academic subject leading teachers and 60 expert teachers are included. Currently, the selection of provincial backbone teachers and academic subject teachers has ended. 1960 backbone teachers have been officially approved by PED, and among them there are 169 English backbone teachers (EBTs), accounting for 8.6% of the total backbone teachers. They make up a primary army of English teaching in the field of basic education, who will dominate the tendency in primary and middle schools across Gansu.The theoretical framework of the study is TPD's concerning theory, TPD's stage theory, the theories of beliefs, personality and motivation as well as delimitation of high-quality FLT. The second part is a literature review. The part provides a survey of past studies of definitions of TPD, professional structure of high-quality teacher and briefly reviews the latest research in high-quality FLT and particularly, overseas stage theories of TPD. The third part is methodology. Through searching for basic data and key archives of ETBs kept in PED, the population's basic information was accounted. On the basis of referring to format of questionnaire design about teacher education at home and abroad and at mean time also considering the reality of the research object, two kinds, description and prescription, of questionnaires were created. The questionnaires covered almost everything about FLTs' DP. 85 samples out of the population randomized through simple random method were designated. The questionnaires were delivered to the samples. Simultaneously two cases out of 84 were anatomized and compared each other about their TPD's courses.The fourth and fifth parts are results of analysis and implication of the findings, which contain three points as follows:-Having identified the process of TPD in terms of critical persons, critical accidents andcritical periods during whole professional growth.-Having identified teaching beliefs in terms of their understanding, attitude and opinionof the characteristic of English language, of English learning, of English teaching and FLT's PD, Which is the core of my paper.-Having identified personality and motivation in terms of distribution of EBTs'personalities, English learning motivation and English career motivation.The sixth part is a conclusion. In this part, the weaknesses of EBTs; PD are pointed outthrough analyzing all valid data. From professional point of view, minimal requirements of ahigh-quality FLT are proposed. At same time, several recommendations about how toimprove their PD themselves are offered.The purpose of the study is to locate EBTs' current stage of PD and to identify their beliefs,personality and motivation in this stage. At the same time, a historic study of theirprofessional growth has been done. The purpose of this study is to identify how they became English teachers from middle school students, how they became a good teachers from ordinary FLT. The three steps of their historical PD have been researched: the period from completion of junior or senior middle school to English language education, the period from the beginning of their English teaching to the publishing of their first academic paper, the period from an ordinary English teacher to a high-quality English teacher due to first professional award. Only when the typical features of the special population are identified, can EBTs' leading role produce effective results and more high-quality FLT can come out one after another. Ultimately, the English teaching quality of primary and middle schools ca...