Chapter One Introduction
1.1. Research Background
这是由于部分高品质的英语老师刮很大的作用，对学生的英语能力，甚至直接反映在中国的英语教学水平。尤其是自中国步入世贸组织（WTO），并已支付作为一个全球性语言，英语北京举办2017年奥运会的高度关注，在中国政府政策和教育实践。随着社会和经济的发展，英语和英语教育的需求大大增加。在2017年，教育部（MOE）提出在中国所有的大学英语课程改革，以满足英语学习者的需求不断增加。英语教师的能力和他们的专业的要求设计和绝对完善，导致大量的大挑战，英语论文网站，对教师队伍建设，并在同一时间，提供了众多的机会，以培养教师的敬业精神。在教育领域，越来越多的学者强调，英语论文，“这是谁，在年底，将改变世界的学校的教师......”（斯腾豪斯，1985）。元（袁贵仁，2017），教育部部长指出，教师的专业发展是教育发展的趋势，全面协调世界。
It is due partly to the high qualities of EFL teachershave great influence on English competence of their students, and even directly reflectEnglish pedagogical levels in China. Especially since China stepping into the WorldTrade Organization (WTO) and holding the 2017 Olympic Games to Beijing, Englishas a global language has been paid great attentions by government polices andEducational practices in China. With the development of society and economy, therequirement for English and English education has considerably increased. In 2017,Ministry of Education (MOE) has proposed English curriculum reform in alluniversities in China, in order to satisfy the increasing needs of English learners. Therequirements for EFL teachers’ competence and their professionalism has thusredesigned and perfected definitely, causing plenty of big challenges on teachers’development, and at the same time, providing numerous opportunities to developteachers’ professionalism. More and more scholars in educational field hasemphasized that “it is teachers who, in the end, will change the world of the school…”(Stenhouse, 1985). As Yuan (袁贵仁，2017), the minister of MOE, has statedteachers’ professional development is the tendency of educational development allover the world.
However, there is a big gap between the EFL teacher pedagogical competenceand the requirements of English teaching. In 2017, MOE has advocated to implementCollege English Curriculum Requirements (For Trial Implementation) all universitiesin China in order to promote English curriculum reform. Changes in teaching modelsnot only call for changes in teaching practices or approaches, but also, more important,changes in teaching philosophy, and in a shift from the traditional, teacher-centered,textbook-driven and grammar-focused pattern to a learner-centered communicativepattern, according to multimedia college English teaching model, computer-and classroom-based one. Therefore, the roles of EFL teachers are not only educators, butguiders, organizers, managers and even researchers. Meanwhile, they should have notmerely high oral proficiency and multicultural capability, but have to acquirecomputer literacy and assessment literacy (Jin, 2017). However, it still has a far wayto be ready for and achieve these requirements. As Ur (2017:317) have motioned,teachers who have been teaching for twenty years may be divided into two categories:those with twenty years’ experience and those with one year’s experience repeatedtwenty times. That’s the puzzle for most EFL teachers in China, too. Meanwhileresearch on EFL teacher education has been relatively late, mainly exists on thesurface of external behavior in teaching practice. It is rare to explore their internalfactors, such as their views, understandings, attitudes and academic contexts, whichare hidden behind their teaching practice, and even their professional development. Asan EFL teacher, the author has realized how heavy the responsibilities are, butactually is not quiet sure how to be an excellent one.
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