This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers' cognition, emotions, attitudes and awareness of their self-development, as well as teachers' corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.

Autorentext
Yuhong Jiang, Doctor of Philosophy of the University of Cambridge, Professor, the supervisor of PhD candidates, MPhil and M.A. students, the Academic, Scientific and Technical Leader, and the Expert of Social Sciences in the Municipality, the Director of Foreign Language Education Research Institute, peer reviewer for papers of international academic journals and international conferences in the UK and US, panel judge of application for professional posts in universities, examiner of PhD dissertations, the member of professional associations of AILA, IATEFL, BERA, AERA, and China English Language Education Association. She is the winner of Grace and Thomas C. H. Chan Scholarships and Overseas Research Studentship Awards of the University of Cambridge. She has published 33 research papers in world famous peer-reviewed journals at home and abroad, 3 monographs, 10 Text books and 1 lexicon ( as editor-in-chief, associate editor-in-chief, and associate compiler) in best renowned publishing houses. Up to now, she has presided over 21 research projects, some of which were sponsored by National Social Sciences Research Foundation, Humanities and Social Sciences Research Foundation of Ministry of Education. Moreover, she has been invited to attend a number of national and international academic conferences and chair some sessions. She also holds teaching responsibilities for PhD and MPhil courses.

Inhalt
Chapter 1  An Overview of the Research Background of English Teachers' Professional Development in the Context of English Language Teaching Reform and Teacher Education Reform in China.- Chapter 2  A Brief Review of the Present Situation and Dilemma of English Teacher Education and Development in Western China.- Chapter 3  A Study on the Features of Pre-service English Teachers' Reflection.- Chapter 4  Solving Dilemmas through Collaborative Reflection for Pre-service English Teachers during the Practicum.- Chapter 5  A Comparative Study on In-service and Pre-service Teacher Efficacy.- Chapter 6  Bases for Teacher Expectations: From the  Teacher's Perspective.- Chapter 7  A Study of the Discrepancy between Planning Decisions and Interactive Decisions Made by Teachers in English Classrooms.- Chapter 8  English Teacher Learning in Communities of Practice.- Chapter 9  A Narrative Inquiry into Professional Identity Construction and Development of English Teachers in Western China.- Chapter 10  A Study on the Relationship between English Teachers' Job Satisfaction and Job Burnout.