A Research On The Status Quo Of Professional Development Of English Teachers’ In Junior High School In Tumshuq And Its Countermeasures

In 2011,English Curriculum standards of Compulsory Education issued by the Ministry of Education posed specific requirements for teachers’ professionalism,pointing out that the professionalism of teachers is the key to the effective implementation of the English course,and teachers should strive to improve their professionalism.In order to meet the requirements of the English curriculum standards.The study suggests that it is necessary to have a clear idea about the status quo of professional development of English teachers in junior high school and understand the factors that affect their development.This will help teachers to be more targeted to enhance the professionalism of English teachers.Thus,this study takes the constructivism,human motivation,and lifelong education as the theoretical basis and it combines quantitative method with qualitative one.A questionnaire survey was conducted to119 junior high school English teachers in Tumshuq,3rd Division of Bingtuan.And the researcher interviewed 4 junior high school English teachers.The research attempts to combine the questionnaire survey data and interview data analysis within the theoretical framework to study the following questions:(1)What is the status of professional development of English teachers in Tumshuq.There are three sub-questions covered in the first research question.(1)From the perspective of professional idea,what is the development status quo of English teachers in Tumshuq?(2)From the perspective of professional knowledge,what is the development status quo of English teachers in Tumshuq?(3)From the perspective of professional competence,what is the development status quo of t English teachers in Tumshuq?(2)What are the factors influencing the professional development of English teachers in Tumshuq?(3)What are the strategies for promoting the professional development of English teachers in Tumshuq?Based on the analysis of questionnaire data and interview data,the findings of this research are:(1)the overall status of professional development of junior high school English teachers in Tumshuq is good,but the development of various dimensions is uneven.And the level of development of teachers’ self-awareness is sequenced in the order of professional knowledge,professional competence,and professional idea.Among them,the professional knowledge scores the highest,and the professional idea is relatively low.Aiming at the three dimensions of professional development,the average score of teachers’ educational efficacy in the professional concept dimension,subject expertise and education expertise in the professional knowledge dimension,and curriculum resource development and instructional design ability in the professional competence are high.Its development is at a high level.In addition,there are striking differences in the subject expertise,education expertise,educational research ability,curriculum resource development and instruction design ability,and general ability of junior high school English teachers of different genders;there is a significant difference in the subject expertise and education expertise of teachers of different ages;The educational professional knowledge and general ability of junior high school English teachers in Tumshuq with different professional titles show significant differences;the education research ability of junior high school English teachers with different academic qualifications is significantly different;the junior high school English teachers with different majors show significantdifferences in education and teaching efficacy;Whether there is a significant difference in pedagogical effectiveness,educational expertise,and practical knowledge among junior high school English teachers with English teacher qualifications;junior high school English teachers with teacher training have significant differences in educational expertise.(2)The external factors of professional development of junior high school English teachers,namely government and social factors,school factors,and internal factors,that is,the specific content of teachers’ own factors,that is,at the government level,it is necessary to set up targeted online courses and offer more training opportunities.At the social level,give teachers more psychological support;At the school level,strengthen the atmosphere of cooperation between teachers,strengthen home-school communication,and set up appropriate decompression activities;at the teacher’s own level,increase the importance of teacher professional development Knowledge,strengthen professional learning,and enhance personal capabilities.(3)Finally,the research finally put forward strategies to promote the professional development of junior middle school English teachers.From the perspective of the government,society,and schools,it is necessary to budget working hours better for teachers,create more learning opportunities,arrange some recreational activities,and provide targeted training.When it comes to the teachers,they need to improve the ability to communicate and set up reasonable development goals.