An investigation of the Current State of College Teachers’ Teaching Quality and Teacher Development

| March 25, 2010
Title
An investigation of the Current State of College Teachers’ Teaching Quality and Teacher Development

Keywords: college EFL teachers, teaching quality, teacher development, reflective teaching

Authors
Lisha Wang
Shandong University of Technology, China

Bio Data
Lisha Wang received her master in LiaoNing Normal University. Currently she is a lecturer in Department of College English Teaching, Shandong University of Technology. Her researching interest is teaching English as a second or foreign language, specializing in development of teacher education and communicative competence for L2 Learners.

Abstract
In the progress of China s education reform, the general public has realized the importance of English education, especially college English education, more than ever. In the teaching process of college English education, college EFL teachers quality is a key issue. However, little research information is available to answer two critical questions about the EFL teachers quality of China: what the current state of college EFL teachers teaching quality is and how to improve teachers teaching quality. An investigation is presented here about current EFL teachers quality of several Chinese universities and some problems in the current college English education process. The results identified that there are inconsistencies/mismatches between teachers practice and the theories underlying their practice. Based on the problems, some feasible suggestions were made for teacher development, such as reflective teaching and combination of teaching practice and research. This research can be helpful in identifying the current state of college EFL teacher development and in promoting the education reform in Chinese universities.

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See page 261-284

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Category: Quarterly Journal, Volume 12 Issue 1