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Chapter 1 Introduction

1.1 Background of the Study
Since the 21stcentury, the implementation of high-quality teacher Education hasbecome one of the central issues of China’s education reform as well as global educationdevelopment (Ding Gang, 2010:4). “National Medium- and Long-Term Plan for EducationReform and Development” and “Notice on Vigorously Strengthening Training for Primaryand Secondary Teachers” clearly require the implementation of training for primary andsecondary teachers to reinforce the entire teachers’ quality.However, the comprehensive quality of teachers in China hasn’t fully met the needsfor current education reform due to the imbalanced development of teacher trainingbetween regions, the incomplete systems of teacher professional development, teachers'weak consciousness of their professional development, and the lack of necessary supportfor teacher professional development (Cheng Xiaotang & Sun Xiaohui, 2010). Accordingto Jia Aiwu (2005), "most of the EFL (English as Foreign Language) teacher educationresearches in China are concerned with the content of EFL teacher training, such as theknowledge and competence of EFL teachers, the training courses, and the professionalquality of EFL teachers.” There has been little empirical research on EFL teachers' needsfor their professional development. One interesting study has been carried out by Zhou Yan(2005), who observes that there exists difference between the demands for teachers’self-development and their actual needs. Therefore, Zhou Yan (2008) suggests that researchprogram on teacher education and development must show concerns over teachers’different characteristics and needs on the stage of their professional growth, but also shouldprovide training and support.
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1.2 Significance of the Study
In the first place, the present study will be served as data base for the researches onjunior high school EFL teacher professional development. The survey involves nearly 1200junior high school EFL teachers from 4 cities in Guangxi Zhuang Autonomous Region.Therefore, the empirical study on secondary EFL teachers' professional competence andtheir needs for development is very much evidence-based.In the second place, the present study will provide the researchers and teacher trainerswith a better understanding of EFL teachers' professional competence and their needs forprofessional development so as to design and provide programs that can better meet theneeds of teachers in their professional development and effectively improve theirprofessional competence.Furthermore, the present study will provide the insight for different professionalcompetences and different needs for professional development between key high schoolEFL teachers and ordinary high school EFL teachers. What the study has found can be thebasis for the design of the future teacher training programs so as to help develop differentteachers in different ways.
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Chapter 2 Literature Review

2.1 Overview of Teacher Professional Development
Lange (2000:250) defines teacher development as “a term used in the literature todescribe a process of continual intellectual, experiential, and attitudinal growth of teachers,some of which is generated in preprofessional and professional in-service programs."As Lange (1983) clearly notes, “teacher development is distinguished from 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。