Abstract: In the 21st century, with the globalization and new reform of compulsory education, the strategy of rejuvenating China through the promotion of science and talent has become a powerful measure to increase national strength and international competitiveness. A good English teacher at middle school does tightly relate to the quality of compulsory education and the quality of our country’s future citizens. As an agricultural country, compulsory education in rural areas contributes a lot to the whole nation’s education system. Rural English teachers’ professional qualities and teachers’ innovation ability are also higher required by the new applied curriculum. However, as a result, society and parents are not satisfactory with China’s current rural education. What’s worse, the qualities of English teacher are still falling behind. There is still lack of enough attention to the urgency and importance of rural English teachers’ professional development. Therefore, this study is devoted to investigating the present situation of rural middle school English teachers' professional development and seeking for countermeasures. Based on the analysis of internal and external literature, the author did a survey and had interviews with 50 rural middle English teachers from 3 towns which have different economic conditions in Dongpo District of Meishan. The study’s aim is to find out the existing problems and the cause, thus, explore the countermeasures for the promotion of rural English teachers’ professional development, through analysis and discussion. And then in an effort it offers some referential suggestions.

Key words: English teachers; in rural middle school; professional development; current aspects; suggestions

Contents

Abstract

摘要

Introduction-1

I An overview of English Teacher’s Professional Development-2

1.1 The definition of Teacher’s Professional Development-2

1.2 Relevant theories-3

1.2.1 Lifelong Learning Theory-3

1.2.2 Reflective Teaching Theory-4

1.3 The relevant internal research and external research-5

1.3.1 Researches on the stages of teachers’ professional development-5

1.3.2 Researches on English teachers’ professional development-5

II Research and Methodology-7

2.1The reasons for choosing Meishan as the sample for research-7

2.2 Research questions-7

2.3 Research Subjects-7

2.4 Research Methods-8

2.4.1 Questionnaire-8

2.4.2 Interview-8

2.5 Procedures of Investigation-9

2.6 Analysis and Findings-9

2.6.1 Analysis of Questionnaire-9

2.6.1.1Basic Data of English teachers in rural middle school-9

2.6.1.2 Present situation of English teachers’ professional development in rural middle school-10

2.6.2Analysis of the interview-13

2.6.2.1 Motivation for survival.-13

2.6.2.2The teacher's character flaws-14

2.6.2.3 The teacher’s evaluation system-15

III Suggestions for the Professional Development of the Middle School English Teachers in Rural Areas-16

3.1 Teachers' independent development-16

3.2 Cooperative study on Professional Development-17

3.3 Reflection on teaching practice-18

3.4 Improving the realization of school leaders for teachers’ professional development-18

3.5 To promote the rural teachers' professional development management system-19

Conclusion-20

Appendix I Questionnaire-22