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ed a massive education reform, which greatly promoted the teacherprofessional development in the world. At this time, teachers' in-service professionaldevelopment is recognized widely by people.In-service education for teachers basically develops an advanced structure ofknowledge to improve their teaching skills and research methods in education.Therefore, the improvement of education and the process of teachers' specializationcan be promoted by strengthening and standardizing the in-service education. Everyyear, the nation invests a large sum of money on teachers' in-service training. Butwhat is the current situation of English teachers' professional competence? What kindof in-service professional development do they really need? How much have theylearned, and what changes the in-service teacher development programs have broughtto their teaching? All these remain unsolved questions, and they deserve to beanswered and considered.The focus of this study is on teachers professional development, because itappears to be central to the skill of English teaching and has important implicationsfor the fundamentals of English teaching. There's a comprehensive, in-depth reformcarrying on in the English teaching field, as well as in China. There are brand new andhigher requirements on English teaching theories and practices of English teachersand, consequently, giving prominence to the importance and crucial role of teachereducation programs.

Chapter 2 Literature Review

In this chapter will be discussed the definitions of teachers' professionaldevelopment, the framework of teachers' professional competence and the theoreticalsupport for teachers' in-service professional development. The related studies at homeand abroad are also presented.

2.1 Definitions of Teacher Professional Development
Teacher professional development is widely carried out, but there is only a fewrestrict definitions to be found. According to the term in the literature, teacherprofessional development is defined as "a process of continual intellectual,experiential, and attitudinal growth of teachers" (Lange, 1990). For Gebhard (1998),Teacher professional development is a process of evolving as a teacher, of thecontinual unfolding of beliefs and teaching practices throughout a teacher's career."Teacher professional development is a self-reflective process of becoming the bestkind of teacher that he personally can be (Underbill, 1986), Based on Bailey et al(2001), self-awareness is the prerequisite of professional development. Hargreavesand Fullan (1992) point out that the conceptualization of teacher professionaldevelopment contains "knowledge and skill development, self-understanding, andecological change." From the perspective of word formation, teacher professionaldevelopment is a process of teacher professional growth or constant renewal,evolution and abundance of teacher internal professional structures (Ye Lan, 2001).The framework of teacher professional development is composed by knowledge andskill, morality, self-education and self-development (Wu Yi'an, 2005).

Chapter 3 Theoretical Framework............. 30-36
    3.1 The Input Hypothesis............ 30-31
    3.2 The Interaction Hypothesis............ 31-33
    3.3 The Output Hypothesis............ 33-34
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