The Research On Problems And Countermeasures Of English Teachers’ Professional Development In Higher Vocational College

With the blooming development of Vocational Schools, the construction of teaching staff is gradually being regarded as the very essential key to optimize the quality of vocational education. Therefore, the study of teachers’ professional development has been a spotlight in the field of Higher Vocational Education Research in recent years. For the reason that the quality of English teachers has been decisive factor for bettering the all-around system of teaching staff, it is especially significant to solve the problem of how to improve the structure of professional English.This paper, on the basis of recent development on professional English teachers both home and abroad, adopts the combining methods of literature, questionnaire as well as statistical analysis. Samples examined in this survey are 112 professional English teachers from six vocational schools in southern Hunan province. The basic development of professional English Teachers as well as their status in Higher Vocational schools Development is explicitly explained and analyzed by the following process: firstly, their present status and other aspects are objectively displayed; secondly, the professional development of targeting as well as teaching philosophy are attached great importance; thirdly, professional knowledge, skills and development, etc. are detailed unveiled.Nowadays, there exist two major problems among English teaching staff in Hunan vocational schools. One critical disadvantage is the unreasonable division of sex ratio, unfair entitling mechanism, greatly-varied ages and out-dated seniority structure of staff, and the improper division of responsibilities. The other demerit can be classified to the lack-behind reality in the whole teaching system. This demerit reveals the teacher’s ignorance of their own professional development, the backward of teaching and educational concept, the lack of favorable developing channel, the negligence of their duty, and so on. This undesirable situation is jointly led by many failures: a) vocational education fails to obtain sufficient respect by the whole society; b) poor motivating mechanism; c) the deficiency of teaching resources; and d) the lack of training opportunities. For English teachers themselves, there also harbour many individual and varying factors, such as the lack of teaching faith, sense of self-identity, sense of accomplishment and happiness.Moreover, for the development of professional English teachers, further explored are three strategies: a) autonomy development, b) collaborative learning and c) on-the-job training. First and foremast, it is necessary for professional English teachers to self-improve for the objective of autonomic learning, constantly perfect teaching approaches, build a favorable teacher-student relationship, pay attention to students’ reaction and make reflection about their own teaching. Second, it is advocated that the vocational school should create a collaborative environment for professional English teachers by providing sufficient collaborative learning resources and encouraging progressive assessment on English teachers. Last but never the least, it is demanding that the educational authority should develop distinctive, individualized and purposeful on-the-job training, embracing school-based training, efficient training mode, case teaching training mode, which are extremely helpful to better the teacher’s team of professional English.