Title Page
Abstract
Contents
I. Introduction 11
1.1. The Purpose of This Study 11
1.2. The Scope of This Study 16
II. Literature Review 19
2.1. The Definition of Teachers' Professional Development 19
2.1.1. Teacher Professionalization 19
2.1.2. Integration of Teacher Education 23
2.1.3. Theory of Teachers' Professional Development Stage 25
2.2. Theoretical Background 30
2.2.1. Lifelong Education 30
2.2.2. New Curriculum Requirements 34
2.2.3. Maslow's Self-actualization Theory 41
2.3. Research on Teachers' Professional Development in China and Korea 46
2.3.1. Research on Teachers' Professional Development in China 47
2.3.2. Research on Teachers' Professional Development in Korea 54
2.4. The Significance of This Study 57
III. Research Design 60
3.1. Research Subject 60
3.2. Research Tools 61
3.3. Research Methods 64
3.4. Research Procedure 67
IV. Results and Discussion 70
4.1. The Reliability of Questionniare 70
4.2. The Research on Chinese EFL Teachers' Needs for Professional Development in Middle Schools Based on the Results 72
4.2.1. The Existing Problems of Chinese EFL Teachers' Professional Development in Middle Schools 76
4.2.2. The Restricting Factors of Chinese EFL Teachers' Professional Development in Middle Schools 81
4.3. The Research on Korean EFL Teachers' Needs for Professional Development in Middle Schools Based on the Results 85
4.3.1. The Existing Problems of Korean EFL Teachers' Professional Development in Middle Schools 93
4.3.2. The Restricting Factors of Korean EFL Teachers' Professional Development in Middle Schools 98
4.4. The Comparative Research on Chinese and Korean EFL Teachers' Needs for Professional Development in Middle Schools 101
4.4.1. The Comparison of Pre-service Education Needs 101
4.4.2. The Comparison of In-service Education Needs 104
V. Suggestions to Realize Chinese EFL Teachers' Professional Development in Middle Schools 114
5.1. Suggestions on Pre-service Education of Chinese Middle School EFL Teachers 114
5.2. Suggestions on In-service Education of Chinese Middle School EFL Teachers 124
VI. Conclusion 142
Appendix 150
Appendix 1. 初中英語敎師職業發展需求問卷調査 150
Appendix 2. A Survey on EFL Teachers' Needs for Professional Development in Middle Schools 154
References 159
Table 1. The Composition of Subjects 60
Table 2. Interview Questions 63
Table 3. Relationship between Questionnaire Reliability and Crobach's alpha 71
Table 4. Teachers' Professional Satisfaction 72
Table 5. Teachers' Profession-selecting Reasons 72
Table 6. Teachers' Thinking on Teachers' Professional Development 74
Table 7. Teachers' Teaching in English 77
Table 8. IT Utilization in a Term 79
Table 9. Satisfaction of Salary Level 80
Table 10. Restricting Factors of Teachers' Professional Development 83
Table 11. Teachers' Professional Satisfaction 89
Table 12. Teachers' Profession-selecting Reasons 90
Table 13. Teachers' Thinking on Teachers' Professional Development 91
Table 14. Teachers' Most Urgent Professional Knowledge 93
Table 15. Teachers' Teaching in English 95
Table 16. Number Test about IT Utilization in a Term 95
Table 17. Satisfaction of Salary Level 97
Table 18. Restricting Factors of Teachers' Professional Development 99
Table 19. Your Highest Academic Degree 102
Table 20. Chi-square Test of Table 19 102
Table 21. The English Teaching Assisted by Modern Education Methods 106
Table 22. Chi-square Test of Table 21 106
Table 23. Group Statistics 110
Table 24. Independent Samples Test 110
Table 25. Overlapping Analysis of Item 2 and Item 28 130