Survey On Status Quo Of Junior High School English Teachers’ Autonomous Professional Development In Ili Prefecture And Analysis Of Its Influencing Factors

In recent years,profound advancement of English education reform has led to more requirements for English teachers,so they must land professional development in accordance with times from their initiative.China’s large population causes many puzzles in foreign language education.Among them,the fact that English teachers in less developed prefectures are relatively weak makes it more urgent to strengthen their autonomous professional development.Although the research on teachers’ autonomous professional development at home and abroad involves theory,activities and other hands,there is little research on the integration of teachers’ autonomous development,junior high school English teachers and underdeveloped prefectures.To investigate the status quo of autonomous professional development of English teachers in junior middle school in Ili prefecture,this study mainly answers the following two research questions:1.What’s the status quo of autonomous professional development of junior middle school English teachers in Ili prefecture?2.What are the main factors affecting the autonomous professional development of junior high school English teachers in Ili prefecture?Based on Pang Lijuan and Jiang Yong’ s questionnaire(2009),this research studies235 junior high school English teachers from 101 middle schools in Ili,Xinjiang,to learn the status quo of autonomous professional development of English teachers in junior middle schools in Ili from these four dimensions: teachers’ autonomous professional development consciousness,autonomous professional development concept,autonomous professional development planning and autonomous professional development behavior,and to understand current reasons influencing English teachers’ autonomous professional development in Ili junior middle schools through interview.Besides,the results of the data from Excel indicate that:(1)The status quo of autonomous professional development of English teachers in junior middle school in Ili prefecture is generally not ideal.First of all,the data of survey reflects junior middle school English teachers’ relatively weak awareness of autonomous professional development.What’s more,survey data means that the concept of autonomous development of junior middle school English teachers in this area is relatively conservative.Thirdly,local junior middle school English teachers’ autonomous development plan is not so scientific and initiative.At an end,the survey shows it can be seen that behaviors of local junior high school English teachers’ autonomous development vary a lot.(2)There are three main factors affecting teachers’ autonomous professional development: school,family and individual.From the school aspect,the school fails to provide enough opportunities for all teachers to go out to learn,but more for backbone teachers.As to the family aspect,teachers have the oldand children in their homes,which limits their chances of going out to learn.Moreover,during the interview,the author found that the most important influencing factor for teachers’ autonomous development is individual.This is mainly reflected in the fact that the individual’s initiative for autonomous professional development is not strong enough,so there is a lack of practical action.Especially in reading theoretical books and writing reflective teaching logs,teachers fail to read many books and have no idea to reflect,which shows that teachers’ personal behaviors are not strong enough.This research explores status quo of English teachers’ autonomous professional development in Ili and analyzes factors influencing teachers’ autonomous professional development.On that basis,it comes up with some ways to improve junior high school English teachers’ autonomous professional development,some suggestions for English teachers’ autonomous development in this prefecture and references for the education department in Ili on it.