A Comparative Study On Senior High School English Teacher’s Teaching Reflection At Different Stages Of Professional Development

In recent years, teachers’ professional development, a hot topic in the field ofeducation research, bears great theoretical significance during China’s basic educationreform.Relevant researches in China and abroad prove that the idea and methods ofteachers’ teaching have a great influence on teacher professional development. Ofcourse, positive teaching reflection also plays an important role in this process. In thisthesis, three novice, proficient and expert high school English teachers in Wu’an arestudied with a questionnaire, an interview, classroom observation, and their teachingreflection journals, in order to understand their professional development. Specificresearch questions are as follows: what differences of teaching reflection at differentstages of professional development are, and what influential factors cause thedifferences of teaching reflection at different stages of professional development.The results show that: these differences of teaching reflection at different stagesof professional development include the form, the focus and the degree of reflection.The influential factors involve teachers’ faith, curriculum knowledge, teachers’knowledge and pedagogical content knowledge. The aggressive personality is animportant factor in the formation and development of the expertise, and also plays arole in the growth of expert teachers as well.Based on the above results, this study aims to help novice and proficient teachersto understand the difficulties in their teaching reflection, and actively explore the pathto improvement. It can also help expert teachers to further improve themselves and ishelpful to deepen researches on teachers’ professional development.