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y, having a healthy body, a broad mind, and profound knowledge. And meanwhile, they musthave practical ability combing with the ability of teaching and scientific research sothat they can continuously produce good teaching results. Only highly qualifiedforeign language teachers can train highly qualified students. Obviously, Englisheducation must be implemented by English teachers who have good professionaldevelopment. Highly qualified English teachers’ group is the fundamental guaranteeof completing quality-oriented education. Thus, under the background of newcurriculum reform, the highly qualified English teachers must be required toimplement English quality- oriented education. This is not only the need of theteachers’ development themselves but also the need of the development of times.

Chapter 2 English Teachers’ Professional Development

2.1 Teachers’ professional development
Teachers’ professional development has rich connotations in terms of its concept.It can be understood as “teacher profession’s development”, and can be alsounderstood as “teachers’ professional development”. The former is basically equal toteachers’ professionalization, that is to say, it is the process that teachers’ professionbecomes special profession and attains the professional status, which emphasizesteachers as a group in all as well as external professional improvement; and the laterunderstanding refers to the process of teachers’ professional development. It is theprocess from unprofessional teachers to professional teachers, which emphasizes theimprovement of teachers’ individuals as well as internal professional ability (Ye Lanand Bai Yimin 2003).The researchers have a variety of understanding for teachers’ professionaldevelopment. Generally speaking, the first kind of understanding about teachers’professional development is a process which pays more attention to the exploration inand out of class for teachers; it emphasizes the teachers’ individual development inprofessional life; the later focuses on the knowledge of the subject which should beconstantly updated, as well as enhancement of teaching reflection ability; andmeanwhile it stresses that teachers should cooperate with students to improve theirteaching ways and set up a kind of culture that teachers should mutually learn andcooperate with each other. For example, Hoyle thinks teachers’ professionaldevelopment is the process in which teachers must possess knowledge and skills forgrasping good professional practice in every stage of teaching career. And “LuoQingshui thinks that teachers’ professional development is full of activities and thelearning process in which teachers make a choice to improve teachers’ professionallevel and professional performance; and it promotes professional development,improving teaching effects and the learning efficiency” (Ye Lan et al. 2001: 222). Theformer thinks teachers’ professional development is the process which promotes teachers’ profession continues to develop, that is to say, the teacher’s education. Thiskind of teachers’ professional development is basically equal to teachers’ training.Obviously, this kind of understanding about teachers’ professional development isone-sided, thus, the later understanding can be easily understood.Of course, there are some scholars who think teachers’ profession

Chapter Three Research Methodology............. 31-39
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