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egreepostgraduate education program and academic master education program. He alsopointed out that some teachers were stereotyped and related postgraduate education withacademic training, ignoring students' needs which in some way indicate what societyneeds. Besides, people have some misunderstandings about professional degreepostgraduate program. They held some prejudice about professional degree master'sacademic level and training objectives, and didn't treat academic master and educationmaster in the same way, (Chen Ke， 2005) Besides, the training mechanism is not wellestablished, which brought ineffectiveness of supervision. Although universities havemanagerial system, the principles, policies and measures failed to be implemented. (Thesteering committee of national professional master education, 2006)

Chapter Two Literature Review

2.1 Teachers' Professional Development
2.1.1 Definition of teachers' professional development
There is various definition of teachers' professional development.Teachers' professional development in general refers to all kinds of activities andlearning a group of teachers consciously take part in to enhance their professional leveland performance in order to promote their professional development and thus to improvetheir teaching effects. (Jia Aiwu, 2003) However, Ye Lan argued that teachersprofessional development means individual teacher' inner professional development,Labaree(2004), for instance, observes that "teacher education" can mean preparing newteachers for the profession, or it can mean conducting research on the enterprise ortraining super-intendents and school leaders.
Perry (1980) tried to define teachers' professional development from the perspectiveof content of teacher education. He believed teacher's professional development standsfor the growth of teachers in their teaching, including the enhancement of confidence, theimprovement of teaching skills, the consistent widening of the knowledge they areteaching, as well as the strengthen of self-reflection on teaching. Lange (1990) arguedteachers' development is a term used in the literature to describe a process of continualintellectual, experimental, and altitudinal growth of teachers". He adds that "the intenthere is to suggest that teachers continue to evolve in the use, adaptation, and applicationof their art and craft" (ibid.). When this definition of professional development iscompared to the definition used in the TALIS survey (OECD, 2009, p. 49)， theperspectives seem similarly broad: "Professional development is defined as activities thatdevelop an individual's skills, knowledge, expertise and other characteristics as ateacher".

Chapter Three Research Methodology........... 25-29
    3.1 Research context ..........25-26
    3.2 Research Participants.......... 26
    3.3 Research methods ..........26
    3.4 Questionnaire survey.......... 26-27
    3.5 Data Collection.......... 27
    3.6 Data analysis ..........7-29
Chapter Four Findings ..........29-37
    4.1 Pre-service teachers' expectations.......... 29-30
    4.2 Pre-service teachers' level of satisfaction .......... 30
    4.3 Pre-service teachers' 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。