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sp;Interconnected  Model  of  Professional  Growth  (Clarke & Hollingsworth, 2002).  This m odel  divides excellen t  teachers’  professional  development  into four dom ains (External Domain, Personal Domain, Domain of Practice, and Domain of consequence) and depicts multiple possible connections between these domains. This theoretical model can help the researcher analyze the influencing factors  of excellent English te achers’ development in detail. However, this model only intends to study the facilitating factors of excellent English teachers’  professional  development,  which ignor es  the impeding influ encing  factors. This study not only includes the facilitatin g factors, which can verify whether this m odel is fit for Chinese  excellent English teachers, but also  includes the im peding  factors of teachers’ professional development, which can be seen as the further expansion of this model. 
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Chapter  Literature ReviewⅡ 

Chapter Two reviews some relevant literatures on teachers’ professional development. For  the purpose of providing a foundation for the present study ,  some  subcategories of English  teachers’  professional developm ent,  gathering  theories and research findings are investigated.  This chapter begins with the de finition  of teachers’  professional development and  the classification of som e  key concepts in this st udy,  which lays foundation for understanding later parts. Then it turns to the main m odels and theories of the Interconnected Model  of Professional Growth.  At  last,  it discusses the re levant  studies on  teachers’ professional development at home and abroad, showing the implicational findings. Based on the mentioned above, the current study is carried out. The research on English teach ers’ professional development is a comparatively young field.  New concepts and ideas are em erging.  Achieving a clear  understanding  of the influencing factors of teachers ’ professional development is extremely helpful for teachers ’ educational career. Therefore, this literature revi ew starts with the key concepts of teachers’ professional  development  and influencing fact ors  in order to understand the professional setting in which teacher education occurs. 

2.1 Key Concepts of English Teachers’ Professional Development 
Yu  Wensen  (2007) pointed ou t  that  the En glish  teacher’s  professional  development means the process of transform ation from an ordinary teacher to an  expert teacher through one’s continuous efforts. The English teachers should keep on learning to develop themselves. They develop themselves through the lifelong education.  There  are two asp ects  of teachers ’  professional  development.  One is  the professionalization of one teache r; the other is the professiona lization of a teaching group. The  former  acts as the foundation and sources of  the latter.  There ar e  two approaches to realize  individual teachers’  professionalization.  The first approach is teachers’ self-improvement during their perso nal teaching careers. The second本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。