A Study On The Challenges To The Chinese Rural Secondary School EFL Teachers’ Professional Competence In English Language Teaching

Despite the significant role rural secondary schools play in the21st century EFL education in China, the current rural EFL teaching at the secondary level is far from being satisfactory. It is largely due to the difficulties and incompetence of in-service EFL teachers there. However, most existing researches focus on the professional development of EFL teachers in urban areas. Problems in the professional competence of EFL teachers in rural schools are still little studied. The present thesis tries to explore the various challenges in-service rural secondary school EFL teachers encounter in their professional competence so as to improve the EFL teaching standard there.Based on the theoretical framework of Constructivism and using the methods of qualitative approach, the present study has investigated six in-service rural secondary school EFL teachers in S school and found that they have encountered challenges in language competence, pedagogical competence, knowledge of teaching-related disciplines as well as modern technology operation competence. Efforts made in response to these challenges can be grouped into two categories:Self-reflection and peer support. The challenges rural secondary school EFL teachers encountered in professional competence came from mainly three sources:Lack of standard educational qualifications and proper professional training, little awareness of the need for self-development and lack of social support, among which students’attitude and low competence in study exerted the most negative impact on teachers’ professional competence.The present study has revealed the conditions in rural EFL teaching and offered practical suggestions for improvement of rural in-service EFL teachers’ professional competence in China.