英语论文网

h the medium of instruction and teaching content. Thus,they sorely need to update their knowledge and practices in order to cope with constantchange of language, culture and language teaching methods. There are a variety ofprofessional development models available for EFL teachers in China to take charge oftheir own learning. However, they are also suffering from some subtle affective changeswhen participating in professional learning activities. According to the stage theory,individuals on different stages of development have different personal and professionalneeds which indicate that there are individual differences between learners. Teachersengaging in professional development vary in ways of acquiring and processinginformation, as well as in the manner of effective learning. Different teachers makedifferent responses to professional development that requires teachers to leam neweducation beliefs, behaviors and to change their old practice. For example, someteachers who are opposed to school reforms are reluctant to make changes and acceptnew practices while many teachers who concern professional development take theirown initiative in seeking learning opportunities both in and out of their classrooms.Some EFL teachers may feel poorly motivated, stressful and even painful while the restof them may be highly motivated and feel excited about learning opportunities. It is aneglected area studying affective states of EFL teachers in terms of teacher professionaldevelopment; however，it is crucial to the quality and efficiency of their professionalgrowth. Such studies enable EFL teachers to get rid of dilemmas toward professionalismand progress as professionals in the process of lifelong learning.

Chapter 2 Literature Review

2.1 Review of the related studies abroad
Teacher knowledge, as an important cognitive factor，has become one of the centralconcerns of research in the field of teacher education. It is generally defined as a broadrange of professional knowledge that underlies teachers' instructional practice,including teaching insights and beliefs, teacher cognition and identity, values andattitudes, and practical theories etc. What constitutes the knowledge base of teaching isa central issue that has been hotly debated for a long time. Many researchers have triedto lay out the basic structure of teacher knowledge. Shulman (1986) provided atheoretical framework of the knowledge base for teaching within the scope of generaleducation, including seven categories in total. Three categories are content-relatedincluding content knowledge, curriculum knowledge and pedagogical contentknowledge (PCK). The rest of them are general pedagogical knowledge, knowledge oflearners and their characteristics, knowledge of educational context, as well asknowledge of educational ends, purposes and values, and their philosophical andhistorical grounds. PCK is regarded as an essential tenet of the knowledge base becauseit plays an important role in connecting content knowledge and pedagogical knowledge.Based on interviews and observational data of six pre-service teachers about theirprofessional preparation, Grossman and Richert (1988) conclude that subject matterknowledge is not sufficient for teachers and a specialized body of knowledgePCK isalso needed because it can realize ongoing professional growth. Tamir (1991) makes adistinction between professional knowledge and personal knowledge of teachers. Thefor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。