Middle School English Teachers’ Professional Development in Ethnic Minority Inhabiting Area: A Case Study from Gongcheng County

Risheng ZHU

doi:10.47297/wspiedWSP2516-250010.20200410

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Middle School English Teachers’ Professional Development in Ethnic Minority Inhabiting Area: A Case Study from Gongcheng County

Volume 4, Issue 10

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Middle School English Teachers’ Professional Development in Ethnic Minority Inhabiting Area: A Case Study from Gongcheng County
Middle School English Teachers’ Professional Development in Ethnic Minority Inhabiting Area: A Case Study from Gongcheng County
Educational Bureau of Gongcheng Yao Autonomous County
Vol. 4, Issue 10, Pages: 70-78(2020)
Published： 2020 ，
DOI：10.47297/wspiedWSP2516-250010.20200410
Accepted：

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RISHENG ZHU. Middle School English Teachers’ Professional Development in Ethnic Minority Inhabiting Area: A Case Study from Gongcheng County. [J]. Journal of international education and development, 2020, 4(10): 70-78.
DOI：

RISHENG ZHU. Middle School English Teachers’ Professional Development in Ethnic Minority Inhabiting Area: A Case Study from Gongcheng County. [J]. Journal of international education and development, 2020, 4(10): 70-78. DOI： 10.47297/wspiedWSP2516-250010.20200410.

摘要

Abstract

This paper focuses on a survey for the situation of middle school English teachers in Gongcheng County. Meanwhile

the auther proposes some suggestions and a deep approach to improve their professional development and hopes this will bring the colleagues in eduation some implications.

关键词

Keywords

Ethnic Minority Inhabiting AreaMiddle school English teachersProfessional developmentDeep approachImplications

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Analysis on the Motivation of Professional Development of Higher Vocational Teachers under the Background of Specialization from the Perspective of Pedagogy

Deep Comparison between Chinese and English Idioms from Cultural Differences Perspective

Research on Reflective Teaching in the Professional Development of English Teachers in Universities

Analysis of Influencing Factors and Strategies of the Professional Development of Preschool Teachers

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