Chapter 1 Introduction
1.1 Research Background
1.1.1 Educational Equity
1.1.2 Professional Quality of Rural English Teachers
1.1.3 Rual Education Level
1.1.4 Development Trend of Education and Demand of Foreign Language Talents
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Description of Teachers’ Professional Development
2.1.1 The Concept of Teachers' Professional Development
2.1.2 The Main Theories of English Teachers' Professional Development
2.2 Researches on Professional Development of English Teacher
2.2.1 Researches on Professional Development of English Teachers Abroad
2.2.2 Researches on Professional Development of English Teachers at Home
2.3 Basic Theory of the Study
2.3.1 the Theory of Teachers’ Professional Development
2.3.2 the Theory of Teachers' Career Stages
Chapter 3 Research Design
3.1 Research Questions
3.2 Subjects
3.3 Questionnaire
3.4 Interview
3.5 Data Collection
3.6 Data Analysis
Chapter 4 Results and Discussion
4.1 Survey on the External Conditions of Teachers' Professional Development
4.1.1 Continuous Study and Training
4.1.2 Teaching and Scientific Research
4.1.3 Professional Development of Teachers
4.2 Problems of Rural Primary and Secondary School English Teachers’ Professional Development
4.2.1 Aspects of Professional Knowledge
4.2.2 Professional Competence
4.2.3 Aspects of Professional Belief
4.2.4 Consciousness of Self-Professional Development
4.2.5 Teachers' Learning and Further education
4.3 Reasons for Rural Primary and Secondary School English Teachers' Professional Development
4.3.1 Heavy Tasks and Unsatisfied Living Conditions
4.3.2 Insufficient Internal Motive Force and Weak Reflective Consciousness
4.3.3 Lack of Training Opportunities and Ineffectiveness of Training
4.3.4 Single and Unscientific Teaching Evaluation
4.3.5 Neglect of Students’ Needs and the Absence of Students Role of Promoting Teachers' Professional Development
Chapter 5 Implications
5.1 Implications for Teacher
5.1.1 Taking the Initiative to Construct Their Own Theoretical Knowledge
5.1.2 Implementing Educational Research
5.1.3 Improving Professional Development Awareness and Planning Their Professional Development
5.1.4 Learning and Reflecting
5.1.5 Participating in Training and Constantly Improving Professional Quality in Training
5.2 Implications for School
5.2.1 Creating a Good Professional Development Environment
5.2.2 Establishing Internal Support System
5.2.3 Developing School-based Training for Teachers
Chapter 6 Conclusion
6.1 Summary of Major Findings
6.2 Limitations of This Study
6.3 Suggestions for Future Study
Appendices
Appendix A
Appendix B
参考文献
Publications during the Postgraduate Program
致谢
声明
