Chapter 1 Introduction
1.1 Background
教师专业发展已反复强调近20年，由于批评员工发展的理念与教师培训在20世纪70年代和80年代流行的焦点。事实上，教师教育改革中扮演着双重角色。一方面，教师是学校改革的对象和员工发展的被动接受者，以提高学生的表现。另一方面，作为教师专业发展的主体，他们对自己的学习负责，英语毕业论文，并采取主动地获取和产生知识。由于作为一个学习的专业教学的概念在最近几年中得到了充分的认可，是非常重视教师在教育行业的专业人士，而不是过分强调组织成员的角色。在自然界中的教师专业发展教师教学信念与实践的变化，作为老师学习的结果。因此，从的，同济式实施绩效为导向的开发人员，短期培训的形式由学校或教育主管部门发起不同，专业发展中心的支持教师继续变化和成长为一种自下而上的模型学校或地区。教师的专业学习被视为一个持续的过程中建构知识和能力发展的实际指令。他们需要怎么教，如何改造自己的知识，在实践中，以满足学生的成长教育需求。Teacher professional development has been repeatedly emphasized in recent 20years，as a result of criticisms of the concept of staff development with the focus ofteacher training popular in the 1970s and 1980s. As a matter of fact, teachers playdouble roles in Educational reforms. On the one hand, teachers are objects and passiverecipients of staff development in school reforms in order to improve studentperformance. On the other hand, teachers act as subjects of professional development,who take charge of their own learning and take the initiative to acquire and to generateknowledge. As the concept of teaching as a learning profession has been fullyrecognized in recent years，great importance is attached to teachers' roles asprofessionals in the teaching profession instead of over-emphasis on organizationalmembers. Teacher professional development in nature is teachers' change in teachingbeliefs and practices as a result of teacher learning. Therefore, different from thetop-down implementation of performance-oriented staff development that is initiated byschools or educational authorities in the form of short-term trainings, professionaldevelopment is centered on a bottom-up model of teacher continuing change and growthwith the support of schools or districts. Teachers' professional learning is regarded as anongoing process of knowledge building and competence development in the practicalinstruction. They need to leam how to teach, how to transform their knowledge intopractice in order to meet educational needs of student growth. The significance ofprofessional development lies in that it has an important positive impact on teachers,student learning and the implementation of educational reforms. First, it contributes tothe change of both teachers' beliefs and behavior. By examining data that assess theeffects of four different models of professional development—teachers' networks，theuse of consultants and inter-visitations，students' assessments and school improvementplans in different parts of the USA, Young (2017) shows that all models generallyconsolidate teachers' knowledge, skill and dispositions, and they have different effectson other aspects of school capacity. Then, benefits of teacher professional developmentcan be also indicated by a change in students' learning. A lot of studies prove that teachers' professional knowledge positively correlates with the levels of studentachievement. In addition, educational reforms and teacher professional developmentkeep a reciprocal relationship. In China，英语论文，teacher professional development is of vitalsignificance to determine whether new curriculum implementation is successful or not，because only with great efforts to leam can teachers bring innovation and changes inbeliefs, conceptions of content and pedagogy and teaching practices.
In the context of English as a Foreign Language (EFL), the learning and teaching ofEFL teachers is different from that of other disciplines' teachers in many ways becauseEnglish language acts as bot
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