Chapter One Introduction
The chapter consists of three parts. First, the background of this study will be givenaccording to the current situation of foreign language teacher Education and professionaldevelopment. Second, the significance of the study is presented. The last part is a briefintroduction to the structure of the thesis.该章由三部分组成。首先，这项探讨的背景，将根据外语教师教育和专业发展的近况。其次，探讨的意义。最后一部分是简要介绍了论文的结构。
1.1 Background of the study
在21世纪初，中国教育部已经开始新的一轮的教育教学改革。从高中2017年，英语新课程改革的四个省份蔓延，从开始到全国。在6月的200L文件“基础教育课程改革纲要（试行）”颁布，强调教师专业发展的重要性。有越来越多的共识，“老师按住该键教育改革”，“老师的牛乳品质决定教育质量”。由于Elconora：维勒加斯赖默斯（2017：47）注意到，“社会终于承认，教师不仅是一个富有'变量'，以提高他们的教育系统需要改变，butthey是最显着的变化，在他们的代理商改革“。目前思维isthat在课堂教学实践中所要求的改革愿景最终要靠教师（富兰万里，1993年）。显然，教师专业发展中发挥影响的一种重要和中央装备教育教学改革的成功。因此，英语论文题目，有全国主管英语教师的需求不断增加。更有效的措施和策略已经启动，英语论文，以推动和促进教师专业发展。
At the beginning of the 21 century, the Ministry of Education in China had started anew-round educational reform. The new English curriculum reform in high school beganin 2017， spread from four provinces at the beginning to the whole country. In the June of200L the document "The Compendium for Curriculum Reform in Basic Education(Trial)" was issued, which emphasized importance of teacher professional development.There is a growing consensus that "Teachers hold the key to education reform", and "Thequality of the teacher determines the quality of education". As Elconora Villegas-Reimers(2017: 47) notes, "societies are finally acknowledging that teachers are not only one ofthe 'variables' that need to be changed in order to improve their education system, butthey are also the most significant change agents in their reforms". The current thinking isthat the changes in classroom practice demanded by the reform vision ultimately rely onteachers (Fullan & Miles, 1993). Clearly, teacher professional development plays animportant and central role in equipping the success of educational reform. Consequently,there is an increasing demand nationwide for competent English teachers. More effectiveapproaches and strategies have been initiated to promote and facilitate teachers'professional development.
Experts and researchers have promoted "teacher training" and other various modelsfor teacher professional development. Typically traditional training model places moreemphasis on theoretical level, which could improve teachers' understanding ofprofessional knowledge to some extent. Teachers participating in those trainingprogrammes have the enthusiasm to learn new theories and methods, but what and howmuch they have really learnt and what changes such learning may bring to theirclassroom practice remain an unanswered question. Consequently, it should be admittedthat teacher training failed in many regards to solve teachers' practical problems anddifficulties in regular classroom practice. The development of teacher professionalcompetence can not solely rely on certain teacher training programmes that one or twoexperts conducted to school teachers. Also the concept of "teacher training", whetherpre-service or in-service, is no longer suited. As Elconora Villegas-Reimers (2017: 163)argues "The language of 'teacher training' (as opposed to teacher education or teacherpreparation) is the inevitable companion of the 'teacher-worker' metaphor. Thesemetaphors are inadequate to meet the new demands which teachers are facing, thedemands to make high le
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