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The Effects of Reflective Teaching on Professional
Development of College English Teachers
Postgraduate: Qin Ying Grade: 2006 Major Field of Study: Curriculum Instruction
Supervisor: Associate Professor Shen Bin Orientation: English Teaching Methodology
Abstract in English
With the deepening of the college English education reform ，the demands on professional
development of college English teachers are becoming increasingly high. However，the traditional
“top-down” model of teacher professional development which only focuses on the inculcation of
knowledge and the training of teaching skills can not satisfy the need of teacher professional
development. In the 1980s ，the “bottom-up” model of teacher professional development
appeared in such western countries as America and Britain，emphasizing self-reflection of teachers
to improve teacher professional development. This model meets the changes from knowledge
paradigm to reflection paradigm of the international teacher education.
On this international model trend for professional development of teachers, guided by Piaget
and Vygotsky’s constructive theory and the dialectical relationship between internal and external
factors in philosophy，the writer attempts to explore an effective way for college English teachers
to promote their professional development by inviting college English teachers to participate in the
research and investigating the general situation of their professional development as well as their
reflective teaching practice. The paper first briefly reviews the research situation at home and
abroad on the relationship between reflective teaching and teacher professional development. Then
different definitions of teacher
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