Research on the Professional Development for Senior High School English Teachers Under the Background of New Curriculum Standards

Authors

  • Chengyuan Jia

DOI:

https://doi.org/10.54691/sxtfd847

Keywords:

Professional Development, New Curriculum Standards, Student-Centered Learning.

Abstract

The professional development of teachers is essential for adapting to evolving educational standards and improving teaching effectiveness. This study investigates the professional development needs of senior high school English teachers under the background of New Curriculum Standards in China. It examines current practices, identifies key components of effective professional development, and proposes improvement strategies. The New Curriculum Standards emphasizes student-centered learning, competency-based education, and technology integration. Key findings highlight the importance of sustained learning, relevance, active engagement, collaboration, and reflective practice. Customized training programs, supported by mentorship and flexible learning options, are essential. Technology integration in professional development is crucial for providing access to online resources and fostering continuous learning. Despite these strengths, the study identifies areas for improvement, including personalized training, follow-up support, and time management. Future research should focus on the long-term effects of professional development programs and their impact on teaching effectiveness and student outcomes.

Downloads

Download data is not yet available.

References

Aronson, B., & Laughter, J. (2016). The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas. Review of Educational Research [J]. 86(1),163-206.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain [J]. Educational Researcher, 33(8), 3-15.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher [J], 38(3), 181-199.

Guskey, T. R. (2002). Professional development and teacher change [J]. Teachers and Teaching: Theory and Practice, 8(3), 381-391.

Mei, D. M., & Wang, Q. (2020). The Interpretation of the English Curriculum Standards for General High School (2017 Edition, 2020 Revision) [M]. Beijing: Higher Education Press.

Ministry of Education of the People’s Republic of China. (2020). The English Curriculum Standards for General High School (2017 Edition, 2020 Revision) [M]. Beijing: People’s Education Press.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning [J]. Review of Educational Research, 81(3), 376-407.

Pu zhenzhen. (2024). Research on the Professional Development of Young Foreign Language Teachers in Universities from the Perspective of Cultural Confidence [J]. Caizhi, 14, 105-108.

Tomlinson. (1998). Materials Development in Language Teaching [M]. London: Cambridge University Press.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning [J]. Teaching and Teacher Education, 24(1), 80-91.

Wu, Li & Feng. (2019). The Problems and Solutions During the Compilation of High School English Teaching Materials Under the Background of New Curriculum Standards [J]. Curriculum, Teaching material and Methods, 39(8), 79-84.

Zhang, L. X., & Li, H. (2023). The Innovation and Practice of the Professional Development of Ordinary High School Teachers [J]. Journal of Jilin Provincial Institute of Education, 8, 43-48.

Downloads

Published

2024-06-25

Issue

Section

Articles

How to Cite

Jia , C. (2024). Research on the Professional Development for Senior High School English Teachers Under the Background of New Curriculum Standards. Frontiers in Humanities and Social Sciences, 4(6), 170-179. https://doi.org/10.54691/sxtfd847

Similar Articles

1-10 of 478

You may also start an advanced similarity search for this article.