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　　1.1. Research Background研究背景
　　英语教师教育和职业发展热点话题和受欢迎的研究问题为教师和学者在教育领域的所有在世界,所以在中国发生。这是由于高品质的英语教师在英语能力有很大的影响,他们的学生,甚至直接反映了英语教学水平在中国。EFL teacher Education and their professional development have been hot topicsand popular research problems for educators and scholars in educational field all overthe world, so happens in China. It is due partly to the high qualities of EFL teachershave great influence on English competence of their students, and even directly reflectEnglish pedagogical levels in China. Especially since China stepping into the WorldTrade Organization (WTO) and holding the 2008 Olympic Games to Beijing, Englishas a global language has been paid great attentions by government polices andeducational practices in China. With the development of society and economy, therequirement for English and English education has considerably increased. In 2004,Ministry of Education (MOE) has proposed English curriculum reform in alluniversities in China, in order to satisfy the increasing needs of English learners. Therequirements for EFL teachers’ competence and their professionalism has thusredesigned and perfected definitely, causing plenty of big challenges on teachers’development, and at the same time, providing numerous opportunities to developteachers’ professionalism. More and more scholars in educational field hasemphasized that “it is teachers who, in the end, will change the world of the school…”(Stenhouse, 1985). As Yuan (袁贵仁，2002), the minister of MOE,https://www.51lunwen.org/dxyylw/ has statedteachers’ professional development is the tendency of educational development allover the world.However, there is a big gap between the EFL teacher pedagogical competenceand the requirements of English teaching. In 2004, MOE has advocated to implementCollege English Curriculum Requirements (For Trial Implementation) all universitiesin China in order to promote English curriculum reform. Changes in teaching modelsnot only call for changes in teaching practices or approaches, but also, more important,changes in teaching philosophy, and in a shift from the traditional, teacher-centered,textbook-driven and grammar-focused pattern to a learner-centered communicativepattern, according to multimedia college English teaching model, computer-andclassroom-based one. Therefore, the roles of EFL teachers are not only educators, butguiders, organizers, managers and even researchers. Meanwhile, they should have notmerely high oral proficiency and multicultural capability, but have to acquirecomputer literacy and assessment literacy (Jin, 2011). However, it still has a far wayto be ready for and achieve these requirements. As Ur (2010:317) have motioned,teachers who have been teaching for twenty years may be divided into two categories:those with twenty years’ experience and those with one year’s experience repeatedtwenty times. That’s the puzzle for most EFL teachers in China, too. Meanwhileresearch on EFL teacher education has been relatively late, mainly exists on thesurface of external behavior in teaching practice. It is rare to explore their internalfactors, such as their views, understandings, attitudes and academic contexts, whichare hidden behind their teaching practice, and even their professional development. A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。