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English teachers at senior middle schools, who belong to both ordinary and special group, should be responsible for training students to grasp one language. Therefore, people are paying more attention to the quality of English teachers’ quality than before. Many people think that only teacher with high quality can cultivate high-quality students. So teachers’ development is placed on agenda. Since the 1980s, in-service teacher training courses have been increasingly available in university and colleges. Nevertheless, due to some factors existing in China, teachers meet many difficulties and obstacles in development.
As teacher is essential for implementation of English Curriculum Standards and carrying out of education reform, people start to attract importance to teacher development. Because of the New Curriculum Reform in senior middle school and social demands, English teachers are facing more and more challenges. In what ways to deal with so many challenges seems to be a hot potato for almost every teacher. The only thing they can do to be qualified is qualified is pursuing their development in teaching so as not to fall behind.
Teacher plays a leading role in the curriculum reform. Whether a curriculum standard can be implemented smoothly or not relies on teachers’ quality which is guaranteed by the teachers’ professional development. The present situation of English teachers’ professional development of senior middle school in Henan province is not optimistic. English teachers have encountered some problems when they make an attempt to pursue their development. These problems become hindrance in teachers' professional development. The main aim of the thesis is to explore the problems that teachers reach the goal of improving the whole professional proficiency.
It is known that every English teacher in senior middle school of Henan province needs development, whether they are old or young. They hope they can exchange information and get help from others to solve teaching problems. But some of them have low professional development awareness and enthusiasm, and some even refuse to develop. If administrators and researchers intend to change this situation and enhance teachers’ awareness in professional development, the first thing they need to do is identifying the problems. This thesis help administrators find out the major problems with English teachers’ professional development in senior middle school of Henan province, and it also make some referenced suggestions on teachers' professional development in order to save the problems. It is the hope of the author that the results of the study may provide guidelines for teachers, trainers, and administrators.
The paper consists of five chapters.
Chapter 1 provides an introduction, which reveals research background, research objectives and the overall structure of the paper.
Chapter 2 present theoretical frameworks for the research.
Chapter 3 mainly deals with the research methods and objectives and the analysis of the research results.
Chapter 4 provides the counter measures and suggestion to improve English teachers’ professional development.
Chapter 5 is about the conclusion of the thesis, dealing with the major finding some suggestions, and the limitation of this study.