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Chapter One Introduction

1.1 Background of the Study
In the knowledge-based society whose basic feature is learning, only everyonekeeps learning can he or she keep pace with social development. Teacher learningconcerns not only teachers’ self-development, but also growth of the youth even anation’s development and prosperity. Therefore, all teachers should keep learning inorder to meet requirements that modern society has made. From the global perspective,all nations give priority to Education and place education in a strategic position,making teacher education and development which is the premise and basis ofeducation development attract much attention. Since late 1950s, the raise of conceptof lifetime education and lifetime learning has had a profound impact on teachereducation, thus arising teacher learning. Teacher learning as a new hotspot in theresearch of teacher education has promoted the turning of teacher education from theterm of “education” or “training” to “learning”, teachers’ role from “the person whoteaches students knowledge, tells students the way to live and answers students’questions” to multiple roles (such as: guide, learner, researcher, etc.). These changespromote continuous development of the theory of teacher education. The research ofteacher learning has injected new impetus to teacher education, bringing attention tolifelong characteristics of teacher education as well as teachers’ initiative andconsciousness.
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1.2 Purpose and Significance of the Study
In America, Department of Education submits annual report to the Congress. In2006, Margaret Spellings, secretary of Education, pointed out: “According to the2004 School and Staffing Survey, there were 3.3 million public school teachers and87,621 principals working in 15,500 school districts throughout the country. No ChildLeft Behind includes provisions stating that all teachers in core academic areas mustbe highly qualified in the core academic subjects they teach by the end of the 2005–06school year. In general, a highly qualified teacher must have a bachelor’s degree, fullstate certification as defined by the state, and demonstrated competency as defined bythe state in each core academic subject he or she teaches.” (Fiscal Year 2006Performance and Accountability Report U. S. Department of Education) Meanwhile,in China, new curriculum reform requires more of teachers’ overall quality. It is saidthat whether reforms can achieve expected results largely depends on teachers as wellas the level of teachers’ professional development. New curriculum reform requiresthat teachers should change their concern from “survival” to “self-renewal”, whichdemands teachers to learn continuously. In 2012, “Educational Research” reviewedfrontiers and hot issues of Chinese education research of 2011, and stated clearly thatcreating a professional teacher team with high morality, consummate skills,reasonable structure and full energy was the most important basis for overalleducation development. Hence, most scholars still paid close attention to teacherlearning and development in 2011. All these statements and facts emphasize theimportance of teacher learning and also reflect the necessity of studying teacherlearning.
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Chapter Two Literature Review

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