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ooperative learning and research culture.   By  drawing  on  theories  on  TPD  (teachers  professional  development)  and  TLC(teachers learning  community)，together  with  the  practical  exploration  of  this  expert-led  learning community,  this  paper  specifically  intends  to  gain  a  better  understanding  as  to  what  activities are needed in this community, what impacts the learning community has on TPD and how TPD could be realized through the practice in the expert-led learning community． This  expert-led  teachers  learning  community  is  a  top-down  community  which  involves several  major  parts:  the  expert,  the  college  leader  and  the  member  teachers.  Theoretically speaking, the model of expert-led teachers learning community will be viewed as a new way of teachers  professional  development.  By  investigating  this  learning  model,  this  study  aims  to find  out  what  are  the  effective  activities  in  this  mode,  how  this  community  is  built  and  what factors  to  consider  when  building  it.  By  doing  so,  this  study  could  provide  an  example  for Chinese university teachers of English to learn. Practically  speaking,  the  expert-led  teachers  learning  community  can  provide opportunities for Chinese university teachers of English to learn from their colleagues and the experts.   This  model  can  help  teachers  to  actively  find  their  own  ways  to  acquire  new knowledge  and  skills,  to  keep  up  with  the  world  change  around  us,  to  empower  themselves with new knowledge and to combat negativity in our teaching context.    
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Chapter Two Literature Review 

2.1 Teachers professional development 
The  term  'teachers  professional  development'  has  been  used  in  literature  to  refer  to  the continuous intellectual, experiential and attitudinal growth of teachers (Tsui, 1996).  Professional development, in broad sense, refers to the development of a person in his or her  professional  role.  More  specifically,  'Teacher  development  is  the  professional  growth  a teacher achieves as a result of gaining increased experience and examining his or her teaching systematically'(Glatthorn,  1995,  p.41).  When  looking  at  teachers  professional  development, one  must  examine  the  content  of  the  experiences,  the  processes  by  which  the  teachers professional development will occur, and the contexts in which it will take place (Ganser, 2000; Fielding and Schalock, 1985).  For  years  the &nb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。