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trainingand preparation as encompassing more and allowing for continued growth both before andthroughout a career.” “The essential difference between teacher training and developmentis whether the element of personal growth is involved or not in the teacher learningprocesses” (Ohata, 2007). “Development is far less predictable or directed strategy thantraining. It is highly dependent on the individual teachers, the collaborator, and theirinteraction” (Freeman, 1989:41). After training, a teacher’s knowledge or skills in a certainaspect could be improved within a short specific period. But the result from teacherprofessional development cannot be foreseen or expected within a designated time period.The explicit differences between teacher training and teacher development are presented inthe following table:
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2.2 Theoretical Bases

2.2.1 Maslow’s Hierarchy of Needs
In 1943, Abraham Maslow, a psychologist, developed the hierarchy of needs theory.This theory suggests that people rank their needs into five general categories: physiologicalneeds, safety needs, belongingness and love needs, esteem needs, and self-actualizationneeds. Once they achieve a given category of needs, they become motivated to reach thenext category. The categories are displayed in Figure 2-2. According to Maslow (1999:100),satisfaction of higher needs is closer to self-actualization than is lower-need satisfaction.The hierarchy of needs theory can be useful for teacher professional development,because the needs for professional development reflect teachers’ self-fulfillment of theirvalues. And the motivation for self-actualization will help teachers improve their teachingand facilitate their professional development.
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Chapter 3 Methodology..... 15
3.1 Research Questions...... 15
3.2 Subjects...... 15
3.3 Instruments....... 16
3.4 Procedures........ 17
3.5 Reliability and Validity ...... 18
3.6 Summary.... 22
Chapter 4 Data Analysis.... 23
4.1 General Descriptions.... 23
4.1.1 General Description of Demographic Information......... 23
4.1.2 General Description of Teacher Professional Competence ........ 25
4.1.3 General Description of Needs for Teacher Professional Development ........ 25
4.2 Specific Descriptions ......... 26
4.3 Analysis on the Relationship between Professional Competence ......... 48
4.4 Summary.... 53
Chapter 5 Findings and Suggestions ........ 55
5.1 Teacher Professional Competence ....... 55
5.2 Needs for Teacher Professional Development ....... 58
5.3 Relationship between Teacher Professional Competence and Needs ....... 59
5.4 Summary.... 60

Chapter 5 Findings and Suggestions

5.1 Teacher Professional Competence
The major findings of teacher professional competence can be summarized as follows: The EFL teachers in junior high schools including key middle schools andordinary schools in Guangxi Zhuang Autonomous Region are of strong professionalcompetence Both key middle school EFL teachers and ordinary middle school EFL teachershave a high level of knowledge and attitude concerning self-directed professionaldevelopment, language classroom research, self-directed professional development,students’ different needs, learner-centeredness, and intercultural communication. Amongthem, 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。