A review of secondary school EFL teacher professional development in China

2019 IJRSLL – Volume 8 Issue 2


Urgamal, Lkhagvasuren
National University of Mongolia, Mongolia (U_lhagvaa2000@yahoo.com)

Taye, Markos*
University of Gondar, Ethiopia (markostezera_abe@yahoo.com)

Muthanna, Abdulghani
OsloMet – Oslo Metropolitan University, Norway (abdulghani.muthanna@oslomet.no)

Sang, Guoyuan
Beijing Normal University, China (guoyuan.sang@bnu.edu.cn)


Teacher professional development enhances the theoretical knowledge and practical experience of teachers. By reviewing previous studies related to secondary EFL teacher professional development in China, this review paper reports on the development and importance of English, the value of secondary EFL teacher professional development, and the actual practices of EFL teacher professional development in the context of China. It also highlights the need for stronger practices in the professional development of teachers, and the financial supports in particular.

Keywords: China; English; teacher professional development; EFL; teachers


DOI: https://doi.org/10.5861/ijrsll.2019.4003

*Corresponding Author