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ASTUDYONTHEPROFESSIONALDEVELOPMENTOFCOLLEGEENGLISHTEACHERSFROMTHEPERSPECTIVEOFLEARNINGORGANIZATIONTHESISSubmittedinpartialfulfillmentoftherequirementsforThedegreeofMasterofArtsIntheGraduateSchoolofCentralSouthUniversitybyWuShuangmeiSupervisor:AssociateProfessorLiLijunNovember,2011CentralSouthUniversity 廣釗性声明本人声明，所呈交的学位论文是木人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了论文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得中南大学或其他单位的学位或证书而使用过的材料。与我共同工作的同志对本研究所作的贡献均已在论文中作了明确的说明。作者签名：日期：年，、月#日学隹袼文敕权使用援权书本人了解中南大学有关保留、使用学位论文的规定，即：学校有权保留学位论文并根据国家或湖南省有关部门规定送交学位论文，允许学位论文被查阅和借阅；学校可以公布学位论文的全部或部分内容，可以采用复印、缩印或其它手段保存学位论文。同时授权中国科学技术信息研究所将本学位论文收录到《中国学位论文全文数据库》，并通过网络向社会公众提供信息服务。作者签名导师签名ft日期：-年#日 摘要英语教师的专业发展水平是影响英语教学质量的关键因素，它关系到英语教育改革的成败。如何才能更好地促进英语教师的专业发展已成为这一领域研究中的焦点。学习型组织理论是当今世界最前沿的管理理论之一，现也成为指导教师专业发展的理想理论。学习型组织理论观照下的教师专业发展，就是教师通过改善心智模式、建立共同愿景和团队学习、形成系统思考从而实现自我超越的过程。在我国，学习型组织理论已被广泛应用于中小学校，但是应用于大学的研究较少且不够深入。从学习型组织理论的视角出发，关注我国大学英语教师专业发展现状的调查研究更是寥寥无几。本研究以学习型组织理论框架为基础，以湖南省高校英语教师为研究对象，采用问卷调查和访谈的方法，研究大学英语教师专业发展的理想环境、现实状况和影响因素。来自湖南省5所高校的65位大学英语教师参加了本研究的问卷调查，其中7位教师接受了访谈。本研究通过对数据进行分析，得出如下研究结果：（1)促进大学英语教师专业发展的理想环境和组织文化氛围主要包括以下几点：教师个人自我发展的强烈愿望；领导层不可或缺的支持、鼓励和指导；宽松的学术环境和氛围；经常开展以学院为单位的学术活动；以及教师间经常相互交流。（2)目前大学英语 教师对学习型组织理念的感知程度较高；教师具有较强的专业发展意识、创新意识和系统思考能力；然而，个人愿景和团队愿景还没形成和谐统一的关系。（3)除“教师自身因素”外，大学英语教师认为“外出培训”、“奖金福利”、“专业技术职称晋升”是影响他们专业发展的最主要因素。本研究为研究大学英语教师发展提供了比较真实可靠的数据，有利于正确认识大学英语教师群体专业发展的愿景和真实现状。本文作者最后就如何通过建立高校学习型组织文化促进英语教师的专业发展提出了建议。关键词：学习型组织理论，大学英语教师，教师专业发展 AbstractEnglishteacherprofessionaldevelopmentplaysavitalroleinimprovingEnglishteachingquality,andiscloselyrelatedtothesuccessofEnglisheducationalreform.Thus,howtobetterpromoteEnglishteacherprofessionaldevelopmentturnsouttobethefocusofthisfield.Thetheoryoflearningorganizationisoneofthemostsuccessfulmanagementtheoriesintheworldtoday,andithasbecometheidealoneforteacherprofessionaldevelopment.Teacherprofessionaldevelopmentfromtheperspectiveoflearningorganizationreferstotheprocessofteachers'achievementofpersonalmasterythroughimprovingmentalmodels,establishingsharedvisionandteamlearning,andcultivatingsystemsthinking.InChina,thetheoryoflearningorganizationhasbeenwidelyappliedtostudiesonprimaryandmiddleschools.However,studiesofapplyingthelearningorganizationtheorytohighereducationarelessandfarfromenoughandthorough.Evenmoreimportantly,fromtheperspectiveoflearningorganization,rareisthestudyonthecurrentstateofCollegeEnglishteacherprofessionaldevelopmentinChina.TakingtheCollegeEnglishteachersinHunanprovinceasthesubjectsandbymeansofquestionnaireinvestigationandinterview,thepresentstudy,underthetheoreticalframeworkoflearningorganization theory,attemptstoexploretheidealenvironmentoftheprofessionaldevelopmentofCollegeEnglishteachers,theircurrentstateandthefactorsinfluencingtheirprofessionaldevelopment.65CollegeEnglishteachers,comingfrom5collegesanduniversitiesinHunanprovince,tookpartinthequestionnaireinvestigation,and7ofthemwereinterviewedtogainfurtherinformation.Basedonthedataanalysisandtheresultsofinterviews,themajorfindingsofthepresentstudycanbesummarizedasfollows:(1)TheidealenvironmentandorganizationalculturepromotingtheprofessionaldevelopmentofCollegeEnglishteachersareconcludedasbelow:teachers'ownstrongdesireforself-development;theessentialsupport,encouragementandguidancefromschoolleadership;relaxedacademicenvironmentandatmosphere;regularschool-basedacademicactivities;andfrequentcommunicationamongteachers.(2)Atpresent,CollegeEnglishteachershaverelativelyhighperceptionoflearningorganization;CollegeEnglishteachershavecomparativelystrongconsciousnessabouttheirprofessionaldevelopment,innovationandtheabilitytodosystemsthinking;however,theharmoniousandunifiedrelationshipbetweenindividualgoal/visionandteamgoal/visionisnotfullyestablished.(3)Besides"teacherfactors","trainingoutside","bonusandwelfarefund"and"promotionofprofessionaltechnicaltitles"arethemainfactorsthatinfluenceCollegeEnglishteacherprofessionaldevelopment. ThepresentstudyhasprovidedsomeauthenticandreliabledataforstudiesontheprofessionaldevelopmentofCollegeEnglishteachers,whichishelpfultowellunderstandthevisionofCollegeEnglishteacherprofessionaldevelopmentanditsrealcurrentstate.Onthebasisofthemajorfindings,someimplicationsareputforwardtobetterpromotetheprofessionaldevelopmentofCollegeEnglishteachersbycultivatingaculturecharacterizedbylearningorganizationatcollegesanduniversities.Keywords:learningorganizationtheory,CollegeEnglishteacher,teacherprofessionaldevelopment Contents横^iAbstractiiiListofTablesixIntroduction10.1ResearchBackground10.2ResearchPurposeandSignificance40.3LayoutoftheThesis5Chapter1LiteratureReview71.1EnglishTeacherProfessionalDevelopment71.1.1ConnotationofEnglishTeacherProfessionalDevelopment.81.1.2ModelsofEnglishTeacherProfessionalDevelopment111.1.3StudiesonEnglishTeacherProfessionalDevelopment151.2TheNeedtoStudyCollegeEnglishTeacherProfessionalDevelopmentfromthePerspectiveofLearningOrganization...201.3TheLearningOrganizationTheory211.3.1DefinitionsofLearningOrganization211.3.2CharacteristicsofLearningOrganization231.3.3Senge'sFiveDisciplines251.3.4EnglishTeacherProfessionalDevelopmentfromthe PerspectiveofLearningOrganization29Chapter2ResearchDesign312.1ResearchQuestions312.2Subjects322.3Instruments332.3.1Questionnaire342.3.2Interview352.4DataCollectionandAnalysis36Chapter3ResultsandDiscussion393.1Teachers'PerceptionofIdealOrganizationalCulturePromotingtheProfessionalDevelopmentofCollegeEnglishTeachers393.2TheGeneralTrendoftheProfessionalDevelopmentofCollegeEnglishTeachers403.3FeaturesofCollegeEnglishTeacherProfessionalDevelopmentonthe5DisciplinesofLearningOrganization513.3.1PersonalMastery513.3.2MentalModels533.3.3SharedVision543.3.4TeamLearning563.3.5SystemsThinking613.4FactorsInfluencingCollegeEnglishTeacherProfessionalDevelopment63 Chapter4FindingsandImplications674.1MajorFindings674.2Implications694.2.1ImplicationsforTeachers694.2.2ImplicationsforSchools70Conclusion72Bibliography75Appendices82Appendix1Questionnaire82Appendix2Interview85Acknowledgements攻读学位期间主要研究成果 ListofTablesTable2.1:Demographicinformationofthe7teachersTable2.2:Cronbach'salphaofthe5disciplinesandteacherprofessionaldevelopmentTable3.1:Teachers'responsetothe5disciplinesandteacherprofessionaldevelopmentTable3.2:Teachers'responsetothe5disciplinesbasedonyearsofEnglishteachingTable3.3:Teachers'responsetothe5disciplinesbasedonacademicrankTable3.4:Teachers'responsetoItems1-4Table3.5:Teachers'responsetoItems5-11Table3.6:Teachers'responsetoItems12-15Table3.7:Teachers'responsetoItems16-20Table3.8:ReasonsforteachersnotparticipatinginteamworkactivityTable3.9:Teachers'responsetoItems21-25Table3.10:factorsinfluencingteacherprofessionaldevelopment M.A.ThesisIntroductionIntroductionThispartdiscussestheresearchbackground,researchpurposeandsignificance,andlayoutofthethesis.0.1ResearchBackgroundWiththeimplementationofthepolicyofChina'sreformandopening-uptotheoutsideworld,English,asaforeignlanguageinChina,hasplayedanincreasinglyimportantroleeversince.Moreover,EnglishinChinaisstillgenerallylearnedintheclassroom.Sotheextentofstudents'achievementsinthefieldofEnglishdependslargelyonthecomprehensiblelanguageinputandguidanceanEnglishteachercanprovideintheclassroom.Then,thefactofhowtoteachEnglishwelltakesonagreatmagnitudeofsignificance.CloselyrelatedtoitistheoverallqualityanEnglishteacherhas,sinceateacheristhesinglemostpowerfulchangeagentinraisingstudents'achievements(Darling-Hammond,1999).Also,theeducationandprofessionaldevelopmentofteachersisregardedasthekeystonetoeducationalimprovement(Hawley&Valli,1999).AndaccordingtoVillegas-Reimers(2003),itisteacherprofessionaldevelopmentthatisoneofthekeyelementsineducationalreformintheworldtoday.And,Ono&Ferreira1 M.A.ThesisIntroduction(2010)statethatteacherprofessionaldevelopmentiscentraltoimproveteachingandlearning.Then,towhatextentEnglishteachingreforminhighereducationcangetsuccessismainlydependentontheprofessionaldevelopmentofcollegeEnglishteachersasawhole.However,theissue,namely,foreignlanguageteacherdevelopmentinhighereducation,doesnotgetenoughattentionintheoryaswellasinpracticeinChina,andresearchonforeignlanguageteachereducationanddevelopment(FLTED)isstillintheinfantstage.Gao&Li(高云峰&李小光，2007)reportthatstudyonFLTEDinhighereducationfallsbehindstudynotonlyonTESOLlanguageteachereducationoverseas,butalsoonteachereducationandprofessionaldevelopmentinhighereducationineducationcircleinChina.ForthepurposeofmakinganEnglishteachermorequalified,thecollegesanduniversitieshasmadegreateffortstotrainthem,suchas,short-termtraininginsummerorwintervacation,encouragingthemtofurthertheirstudiesandattendingallkindsofacademicmeetingsandsoon.Surely,thesemeasuresdoreceivesomepositiveresultstosomedegree,butatthesametime,somechallengesstillaccompanywiththem,forexample,thiskindoftrainingpilespressureonteachers'alreadyoverburdenedschedulessinceitdemandsofextratimeandeffort.What'smore,suchkindoftraining,withthemodeloflisteningandtakingnotes,centersonprimarilythetransmittingoflanguageknowledgeandteaching2 M.A.ThesisIntroductionmethods,thushinderinggreatlyteachers'righttospeakandinitiative.Lai(赖恒静，2009)concludesthatresearchersinChinahavepublishedquiteanumberofstudiesonforeignlanguageteacherdevelopmentsince2000.Butthemajorityoftheseresearchesfocusontheintroductionandelaborationoftheoriesandpracticesabroad,suchas,introductionofthedevelopmentstagesandmodelsofforeignlanguageteachereducationabroad,reflectiveteaching,teacheractionresearch,school-basedresearchandsoon.WithrespecttotheissueofforeignlanguageteacherdevelopmentinChina,itisrestrictedtothecurrentoccupationalstatussurveyofCollegeEnglishteachers,theneedinvestigationofCollegeEnglishteacherdevelopmentatcollegesanduniversities,andthecallforthenecessityandurgencyofconductingteacherself-developmentinthecontextofforeignlanguageteachingreformaswell.Inviewoftheabove,weknowthatitisofcrucialimportancetodosomeresearchesonforeignlanguageteachereducationanddevelopment(FLTED)inhighereducation.Anditisjustunderthecircumstancesthatthepresentstudyisconducted.TopromotetheprofessionaldevelopmentofCollegeEnglishteachers,thispaper,therefore,focusesonthistopicfromtheperspectiveoflearningorganization,becausethelearningorganizationtheoryhasbecometheidealoneforteacherprofessionaldevelopment.3 M.A.ThesisIntroduction0.2ResearchPurposeandSignificanceAsStenhouse(1985)pointsout,ateacher,animportantmediumineducationalreform,isthekeytothesuccessofeducationalreform.Additionally,Pennington(1989)reportsthatitisteachingfacultythatistheheartofeveryeducationenterprise,thatis,theforcethatdrivesthewholeenterprisetowardsitseducationalaims.Then,howtoimprovetheoverallqualityofEnglishteachersassoonaspossibleiscentraltoboththesuccessofEnglishteachingreformandthecontinuousdevelopmentofEnglisheducation.Thetheoryoflearningorganizationisoneofthemostupdatedmanagementtheoriesintheworldtoday,andithasbecometheidealtheoryforteacherprofessionaldevelopment.InChina,thetheoryhasbeengenerallyappliedtoinvestigationsonprimaryandmiddleschools.Nevertheless,studiesofapplyingthelearningorganizationtheorytohighereducationarelessandfarfromenoughandthorough.What'smore,fromtheperspectiveoflearningorganizationtheory,rareisthestudyonthecurrentstateoftheprofessionaldevelopmentofCollegeEnglishteachersinChina.Itisforthispurposethatthepresentstudyiscarriedout.Asforthesignificanceofthisstudy,itismainlyembodiedinthefollowingthreepoints.Firstly,withtheimplementationofChina'spolicyofreformand4 MA.ThesisIntroductionopening-iiptotheoutsideworld,Englishteachingtakesonanever-increasingimportance,thusmakingresearchonEnglishteacherprofessionaldevelopmentunprecedentedlysignificant.Then,thereappearstheimportanceofstudyontheprofessionaldevelopmentofCollegeEnglishteachersaccordingly.Secondly,thisstudyisbeneficialtoCollegeEnglishteachers,andcollegesanduniversitiesaswellwiththepurposeofhelpingtheseteachersknowmoreabouthowtoachievetheirprofessionaldevelopmentmoreeffectively,andhelpingcollegesanduniversitiesbuildlearningorganizationsmorescientifically.Thirdly,thisstudywillprovidesomeinsightstolaterresearchesinthisandrelatedfields.Inaword,thepresentstudyisexpectedtomakesomecontributionstotheprofessionaldevelopmentofCollegeEnglishteachersandcollegesanduniversitiesaswell.0.3LayoutoftheThesisThethesisiscomposedoffiveparts.Partone,anintroductiontothisstudy,includesresearchbackground,researchpurposeandsignificance,andthelayoutofthethesis.Parttwo,literaturereview,mainlyincludestheconnotationandmodelsofEnglishteacherprofessionaldevelopmentandpreviousstudiesonit,theneedtostudytheprofessionaldevelopment5 M.A.ThesisIntroductionofCollegeEnglishteachersfromtheperspectiveoflearningorganization,andthedefinitionsandcharacteristicsoflearningorganization,Senge'sfivedisciplinesandEnglishteacherprofessionaldevelopmentfromtheperspectiveoflearningorganization.Partthree,researchdesign,consistsofresearchquestions,subjects,instruments,anddatacollectionandanalysis.Partfour,resultsanddiscussion,thefocusofthethesis,showstheresultsofthestudyanddiscussestheresultsaccordingtothefindingsgotinthisstudy.Partfive,findingsandimplications,includesthemainfindingsofthepresentstudyandsomeimplications.Partsix,conclusion,makesaconclusionofthisstudyandliststhelimitationsindoingthestudyandsomesuggestionsforfutureresearchaswell.6 M.A.ThesisChapter1LiteratureReviewChapter1LiteratureReviewInthischapter,weoverviewstheliteraturerelatedtothepresentstudy.Itmainlyconsistsofthreesections:Englishteacherprofessionaldevelopment,theneedtostudyCollegeEnglishteacherprofessionaldevelopmentfromtheperspectiveoflearningorganization,andthelearningorganizationtheory.Inthefirstsection,connotationandmodelsofEnglishteacherprofessionaldevelopment,andpreviousstudiesonthisissuearegiven.Inthesecondsection,thereasonswhywestudyCollegeEnglishteacherprofessionaldevelopmentfromtheperspectiveoflearningorganizationaregiven.Andinthethirdsection,definitionsandcharacteristicsoflearningorganization,Senge'sfivedisciplinesandEnglishteacherprofessionaldevelopmentfromtheperspectiveoflearningorganizationaswellarepresented.1.1EnglishTeacherProfessionalDevelopmentEnglishteacherprofessionaldevelopmentisdirectlyrelatedtotheimprovementofstudents'EnglishproficiencyandtheoverallqualityofEnglisheducationsinceEnglish,asaforeignlanguageinChina,isprimarilylearnedinclass.So,thispartisanoverviewoftheconnotations,7 M.A.ThesisChapter1LiteratureReviewmodelsandpreviousstudiesonEnglishteacherprofessionaldevelopment.1.1.1ConnotationofEnglishTeacherProfessionalDevelopmentTeacherprofessionaldevelopmentisrichinitsconnotation,whichcanbeseenfromthetermsused,suchasteachertraining,teachingpreparation,teachereducation,teacherdevelopmentandsoon.However,threeofthemareusedfrequentlyandtheybasicallyundergothechangefrom"teachertraining"to"teachereducation"andthento"teacherdevelopment".Somescholarsstatethattheshiftfrom"teachertraining"to"teacherdevelopment"onlychangesthename,buttheessencedoesnotchange.However,mostresearchersagreethatitisthedifferentexpressionsthatshowpeople'sdifferentunderstandingstowardtheconcept.Andinthemeantime,thedifferentexpressionsreflect,toacertaindegree,theshiftofresearchfocusandtherolesteachersplayedineducation(Lai赖恒静，2009;Jia贾爱武，2005).Atfirst,weneedtoknowthedifferencesofthethreemajorterms.Mann(2005)stateshat"teachertraining"istoprovidetraineeswithmethodologicalchoicesavailableandtofamiliarizethemwiththetermsandconceptsthatarecommontolanguageteachers.Inthiskindoftraining,thetrainergenerallyillustratesthetechniquesandmodelswhichhe/sheisfamiliarwith,suchasillustratingsomeskillsandstrategiesfor8 M.A.ThesisChapter1LiteratureReviewEnglishlisteningorreading.Thiskindoftechnique,accordingtoFreeman(1989),ismoretrainablethanattitudeandperception.Usually,traininglikethisisconductedbypeoplewhoarewealthyinknowledgeandfullofexperience.What'smore,itisscheduledbasedontheavailabilityofteacher.Absolutely,forsometeachers,especiallybeginningteachers,somesortoftrainingisnecessaryandcrucial.However,trainingimpliesthatcertaintypeofapproachisimposedonitfromtheoutside.Then,the"training"perspectivechangestothe"education"perspective."Teachereducation"includesnotonlythetrainingofteachingskills,butalsoknowledgeaboutlinguistics,appliedlinguistics,languagetestingandevaluationandsoon.Butitalsohasitslimitationthatitonlytellsteacherssomeready-madetheoriesandpractices.Programsonthesetwoperspectivesoftentaketheformofconference,course,seminarorworkshop(Collinson&Ono,2001;Feiman-Nemser,2001;Schwille&Dembele,2007;Villegas-Reimers,2003).Here,wecaninferthatboth"teachertraining"and"teachereducation"perspectivescarrythenegativemeaningofimposing.Justassomeresearcherscompared,trainingisatypeofviewfromtheoutside,whereasdevelopmentisakindofviewfromtheinside.Also,someresearchers(Freeman,1989;Lange,1990;Wallace,1991)holdthatthebasicdistinctionbetweentraininganddevelopmentisthattraining,makingeveryefforttomaketeachersobtain9 M.A.ThesisChapter1LiteratureReviewcertainteachingskillswithinascheduledtime,mainlycentersonshort-termgoal,while,developmentisanendlesslong-termgoalsincetheimprovementofteachingmethod,andthedevelopmentofthephilosophyofteachingandsoonarisefromalong-termcontinuouspracticeandexploration.Andtrainingcanbedonebyothers,whereasdevelopmentcanonlybedonebyoneself,thatistosay,itcanonlybeachievedbyoneself.Perhapsitisthenegativeconnotationthatleadstotheadoptionoftheterm"development".Then,theterm"teacherdevelopment",whichfocusesontheinsideofteachersandtheirselfinitiative,occursandisuniversallyemployedbyresearchers.AccordingtoLange(1990),teacherdevelopmentisviewedastheprocessofteachers'continuousdevelopmentinthefieldofmentality,experienceandtheirattitudetowardsteaching.Andhealsomaintainsthatteacherdevelopmentissomethingwhichcanbedoneonlybyandonlyforoneself.Jovanova-Mitkovska(2010)definesteacherprofessionaldevelopmentasalongandcontinuousprocessofteachers'professionalandpersonalgrowthstartingfromthebeginningoftheprofessiontotheendoftheirlife.Also,accordingtoJia(贾爱武，2003),teacherprofessionaldevelopment,includingEnglishteacherprofessionaldevelopment,isviewedastheprocessoflife-longlearningandcontinuous"personalmastery",ofcontinuouslyimproving"mental10 M.A.ThesisChapter1LiteratureReviewmodels"andfosteringtheirabilitytodo"systemsthinking",andof"teamlearning"underthe"sharedvision".Moreover,thisstudyisconductedfromtheperspectiveoflearningorganizationtheory.Concretely,thisstudyiscarriedoutbasedonthe5disciplinesoflearningorganization,namely,personalmastery,mentalmodels,shardvision,teamlearningandsystemsthinking.Thereforeinthisstudy,wetookJia'sdefinitionofEnglishteacherprofessionaldevelopment.1.1.2ModelsofEnglishTeacherProfessionalDevelopmentEnglishteacherprofessionaldevelopment,besidesteachers'owninnerconsciousnessforprofessionaldevelopment,restsonteachertrainingtoaconsiderabledegree.ThemodelsofEnglishteacherprofessionaldevelopmentmirrornotonlypeople'sviewaboutteaching,butalsothesociety'shighdemandforteachersanditsdifferentunderstandingstowardstheteachingprofession.Themodelsoflanguageteachereducationabroadhaveundergonethreekinds,namely,thecraftmodel,theappliedsciencemodel,andthereflectivemodel(Wallace,1991).Thecraftmodelreferstotheobtainmentofacertainkindofskillorsomethingbymeansoffollowingandimitatingwhatthemastertoldandshowed.Similarly,inthefieldoflanguageteachereducation,thiscanbeexplainedas:atfirst,theexperiencedteachertellsnoviceteacherswhat11 M.A.ThesisChapter1LiteratureReviewshouldbedoneandshowshowtodoit.Then,thenoviceteachersleamfromthemthroughclassroomobservationandimitation.Here,theteacherisregardedasacraftsman.ThismodelhadbeeninuseuntiltheendoftheSecondWorldWarsinceitisworkableinasocietywhichisdevelopingcomparativelyslowandstatic.Butasthesocietydevelopsrapidlyandeducationalenvironmentchanges,suchasnewteachingmethodologyandsyllabus,thismodelcannotadaptitwelltothehighdemandsrequired.Then,withtheintroductionofsociolinguisticsandpsycholinguisticsintothefieldofEnglisheducation,thereoccurstheappliedsciencemodel.Nevertheless,thecraftmodeldoesnotdisappearjustbecauseoftheoccurrenceoftheappliedsciencemodel.Onthecontrary,thismodelisinfashiononceagaininthemiddle1970s,becauseinfieldlikedevelopingteachingskills,itisacomparativelyeffectivemodelofteachereducation.Theappliedsciencemodelhasbeenthemostinfluentialmodelinthefieldofprofessionaltrainingoreducation.Here,theteachersobtainscientificknowledgeandexperimentalachievementsfromtheinstructionofspecialistsandscholarsandthenapplythemtotheirteaching.Therefore,thismodelisalsocalled"theoriestopractice"model.SchOn(1983)criticizestheappliedsciencemodelisbasedon"technicalrationality",thatis,aftertheacquirementofknowledgeandexperimentalachievementsaboutteaching,teacherscanapplywhattheyobtainedintotheirteachingautomatically.Themeritofthemodelisthatitcantransmit12 M.A.ThesisChapter1LiteratureReviewtoteacherstheresearchachievementsobtainedinforeignlanguageeducationrapidlyandeconomically.Butatthesametime,itdoesnottakeintoconsiderationthecomplexityandsituationofteachingandsoon.Ontheotherhand,theappliedsciencemodelgivesrisetotheseparationbetweentheoreticalresearchersandteacherpractitioners.Ifitfailstogeneratethedesirableresultsinapplyingtheseresearchachievements,itisduetoteachers'mistakenunderstandingorimplementation.Teachersherearejusttoapplythefindingsresearchersgotintotheirteachingwithoutquestioning,thusdeepeningthecontradictionbetweentheoryandpractice.Itisthelimitationoftheappliedsciencemodelthatresultsintheoccurrenceofthethirdmodel,namely,thereflectivemodel,whichsolvesproblemsoccurringinteachingpracticethroughdeliberationandobservation.Thereflectivemodelemphasizesthatteachersintegrateexperts'theoreticalachievementswiththeirownteachingpracticeandupdatetheirknowledgebasedonthesummaryofpractices,thatis,teachers'"theoryinaction"isacquiredbymeansof"reflectioninaction".McNiff(1993)pointsoutthattherearethreecharacteristicsinthereflectivemodel;1)Itencouragesteacherstoputforwardandsumuptheirowntheoreticalunderstandingsaboutteachinginsteadofjustblindlyfollowingothers'theories.2)Inteachers'owndevelopmentalplan,teachersandteachereducatorsareequal.3)Itreflectsindividuality,13 M.A.ThesisChapter1LiteratureReviewfocusingonpeople'sdifferentunderstandingsaboutpractice.Allinall,fromthedescriptionsofthethreemodelsgivenabove,weknowthatthecraftmodel,layingemphasisonthetrainingofsomekindoftechniqueorsomethingbywayofimitation,cannotmeetthehighdemandsofteachersbecauseoftherapiddevelopmentofthesociety.Theappearanceoftheappliedsciencemodelsolvestheproblem,butinthemeantime,itkeepsaparttheresearchfindingsandpractice.Then,itisthereflectivemodelthatbridgesthegapbetweentheoreticalachievementsandpractice.However,therearestillsomeproblemsexistinginthismodel,suchashowtoshareone'sownexperienceofreflectionwiththeteamororganization,anddifficultyinstatingexplicitlyaboutwhatkindofreflectiveframeworksuitableforthem(Jia贾爱武，2003).Correspondingly,therearethreekindsoftheoriesinlinewiththethreemodels.Thebehavioristtheory,onwhichthecraftmodelbased,viewsteachingasobservableclassroombehavior,whichcanbeimitatedandobtainedthroughtraining.Then,realizingthelimitationofbehavioristtheory,thecognitivetheory,whichtheappliedsciencemodelbasedon,realizestheclassroomchangesconstantlyandviewsteachingastheprocessofcomplexinformationprocessingratherthanexternalbehavior.Thatis,theinnercomplexityofteachingisrecognizedhere.Later,constructivismtheoryemphasizesthatteachingisteachers'understandingsabouthowtoteach.Toputitanotherway,teachingis14 M.A.ThesisChapter1LiteratureReviewteachers'personalviewsabouthowtoteachbasedontheirexperienceandtheteachingenvironment,anditvarieswiththeindividualanditiscomplex.Fromhere,weknowthatlittleattentionispaidtotherolesofteamworkactivityandenvironmentplayedinteacherprofessionaldevelopment.Therefore,itisanimportantissueforustoexplorehowtobetterpromoteteacherprofessionaldevelopment.Anditisgenerallyacceptedthatthelearningorganizationtheoryistheidealoneforteacherprofessionaldevelopmentsincelearningorganizationisone"wherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpansivepatternsofthinkingarenurtured,wherecollectiveaspirationissetfree,andwherepeoplearecontinuallylearninghowtoleamtogether"(Senge,1990:3).1.1.3StudiesonEnglishTeacherProfessionalDevelopmentResearchonforeignlanguageteachereducationanddevelopment(FLTED)isaveryimportantissueinthefieldofforeignlanguageteachingatpresentinternationally.Throughtheviewofliterature,weknowthatoverseas,theU.K.andU.S.arethetwomajorcountrieswhichhavemadesubstantialcontributionstothefieldofEnglishteachingsofar.AndRichardsandNunanarethemostinfluentialtworesearchersandpractitionersinsecondlanguage(English)intheworldtoday.Richards&Nunan(2000)sumupthestudiesonteacher15 M.A.ThesisChapter1LiteratureRevieweducation/development:"Thefieldofteachereducationisarelativelyunder-exploredoneinbothsecondlanguageandforeignlanguageteaching.Theliteratureonteachereducationinlanguageteachingisslightcomparedwiththeliteratureonissuessuchasmethodsandtechniquesforclassroomteaching."Inaddition，inthepast20years，publicationsonthissubjectarescarcelyquantitative.Instead,theyjustlistanecdotallytheknowledge,abilities,andqualitiesandsoonwhichanidealforeignlanguageteacherissupposedtohave(Jia贾爱武,2005).AndLange(1990)alsomaintainsthatresearchesonsecondlanguage(English)teacherdevelopmentareseldompaidattentionto,whetherinconceptualdiscussionorspecificresearch.ByreviewingresearchesinTeachingandTeacherEducationoverthelasttenyears,Avalos(2010)concludesthattherearemainlyfourgroupswithinthestudiesonteacherprofessionaldevelopment,thatis,professionallearning,mediationsthroughfacilitationandcollaboration,conditionsandfactorsinfluencingprofessionaldevelopment,andeffectivenessofprofessionaldevelopment.Instudiesonconditionsinfluencingteacherprofessionaldevelopment,someresearchers(Jurasaite-Harbison&Rex,2010;Melville&Wallace,2007;Muijs&Harris,2006;Snow-Gerono，2005)demonstratethathowdifferentkindsofinstitutionalarrangements,traditionsandbeliefsinfluenceteachers'informalengagementinpedagogicalexchangesbymeansofstudying16 M.A.ThesisChapter1LiteratureReviewschoolsindifferentgeographicalpositionsandtheiropportunitiesforteacherlearning.Forexample,Jurasaite-Harbison&Rex(2010)investigatethatthecultureofthreeschools,theinfluenceofdifferentschoolcultureforteacherprofessionalgrowthandthewaythatteachersengageinprofessionaldevelopmentalactivitiesamongthemselves.Andtheyfindthatitistheculturewhichencouragesandvaluescollaborativelearningthatisthemostproductiveconditionforteacherdevelopment.Researchesonlanguageteacherabroadfocusnotonlyonthetrainingofteachingskillsandtechniquesandtheeducationoftheoreticalattainment,butalsoonthereflectiveconsciousnessofteachers'self-developmentandmeanstopromotetheirdevelopment.Thenew-concept-basedandteacher-centeredschemeforteachereducation/professionaldevelopmentistakingshape(Roberts,1998).Newstrategiesforteacherdevelopmentareemergingoneafteranother,suchasreflectiveteaching(Farrell,1999),collaborativeactionresearch(Bums,1999),casestudy(Reichelt,2000),andexplorativepractice(Allwright,2003).However,researchesonlanguageteachereducationarenotclearlydefinedtheoretically,atheoreticalframeworkthathasgreatfoundationlacking(Freeman&Johnson,1998).And,afewyearslater,teachersthemselvesareincreasinglyregardedascriticaltounderstandandimproveEnglishteaching(Freeman,1991;Richards&Nunan,2000).Comparedwiththeonesinforeigncountries,researchesonEnglish17 M.A.ThesisChapter1LiteratureReviewteachereducationinChinaarealmost20yearslater.Buttoourdelight,itisonthewayofrapiddevelopment(Wen&Ren文秋芳&任庆梅，2010).Forinstance,byconductingaquestionnaireof300foreignlanguageteachersatmiddleschoolsinmanyprovinces,Jia(贾爱武，2003)investigatesteachers'attitudetowardtheirownprofessionaldevelopment.Heputsforwardthattherearetwopsychologicalorientations(namely,"tool"and"subject"psychologicalorientations)inforeignlanguageteacherprofessionaldevelopmentatmiddleschools,with"subject"dominatingteacherprofessionaldevelopment.What'smore,Jia(贾爱武，2003)alsobringsforwardthatlearningorganizationtheory,whichfiillyreflectstheideaof"subject",becomesoneoftheeffectivemeasurestoreinforceteachers'self-consciousnessoftheirowndevelopment,thatis,onethatcanpromote"subject"professionaldevelopmentofforeignlanguageteachers.Jia(贾爱武，2005)concludesthatstudiesonforeignlanguageteachereducationmainlycenteronsuchfieldsastheinstructionaltheoryofforeignlanguageandforeignlanguageteachingskills,anditsresearchareaislimitedprimarilyfromthedrawingupofguidingideologyandtrainingobjectivesforforeignlanguageteacherstotheknowledge,abilities,andqualitiesandsoonanidealforeignlanguageteacherissupposedtopossess.Peng,Zhu&Zhong(彭伟强，朱晓燕&钟美华,2008)summarizethatsofarstudiesonforeignlanguageteachereducation/developmentmainlyfocusontheknowledge18 M.A.ThesisChapter1LiteratureReviewandabilitiesthataforeignlanguageteachershouldhave,modeofprofessionaldevelopment,decisionandbeliefs,andthetheoriesandpracticesinforeigncountries(Dai&Zhang戴曼纯&张希春,2004;Jia贾爱武，2006;Ren任庆梅,2006;Wu吴一安，2005;Xia夏纪梅,2002;Yang杨雪燕，2003:Zheng&Jiang郑新民&蒋群英，2005;Zhang张雁玲，2007).And,thenumberofnon-empiricalstudiesonthisissueisinadominantpositionincomparisonwiththenumberofempiricalstudy.What'smore,foreignlanguageteachereducationismainlythekindofinstillationofexternalinformationandcompletionoftop-downadministrativeinstructionuptillnow.Instead,basedonthesatisfactionofforeignlanguageteachers'internalneedsandimprovementandperfectionoftheirowndesire,theapproachtoforeignlanguageteachereducationhasnotyetformedcompletelyfromtheperspectiveofforeignlanguageteacherdevelopment(Jia贾爱武，2005).Inaddition,Wen&Ren(文秋芳&任庆梅，2010)，byreviewingliteratureontheprofessionaldevelopmentofcollegeEnglishteachersin12authoritativeforeignlanguageperiodicalsinthepasttenyears,reportthatalthoughresearchesonthissubjectareincreasingrapidlyintheseyearsonthewhole,empiricalstudyisfarfewer,comparedwiththedominantformofnon-empiricaloneinthisfield.Fromhere,weknowthatastimegoeson,studiesonEnglishteacherprofessionaldevelopmentareincreasingtosomedegree.However,wearealsocertainthatempiricalresearchesare19 M.A.ThesisChapter1LiteratureReviewbadlyneeded.1.2TheNeedtoStudyCollegeEnglishTeacherProfessionalDevelopmentfromthePerspectiveofLearningOrganizationTakingintoconsiderationtheresearchesonforeignlanguageteachereducation/developmentconductedinChinaandabroad,researchonforeignlanguageteachereducation/developmentshouldbeconductedinawiderperspective.Andthetiesamongtheoreticalframework,empiricalstudyandactualapplicationshouldbestrengthened,supportingandverifyingeachother(Liu刘学惠,2005).Thetheoryoflearningorganization,oneofthemostcurrentmanagementtheoriesintheworldtoday,hasbecometheidealoneforteacherprofessionaldevelopment.Throughthereviewofliterature,weknowthat,inChina,studiesonEnglishteacherprofessionaldevelopmentarelaterthan1990s.Additionally,studiesofapplyingthelearningorganizationtheorytohighereducationarelessandfarfromenough.What'smore,rareisthestudyonthecurrentstateoftheprofessionaldevelopmentofCollegeEnglishteachersinChinafromtheperspectiveoflearningorganizationtheory.Therefore,thisstudy,underthetheoreticalframeworkoflearningorganizationtheory,attemptstoexploretheidealenvironmentoftheprofessionaldevelopmentofCollegeEnglishteachers,theircurrentstate20 M.A.ThesisChapter1LiteratureReviewandthemainfactorsthatinfluencetheirprofessionaldevelopment.1.3TheLearningOrganizationTheoryThissectionistheoverviewofthelearningorganizationtheoryfromthefollowingfouraspects:1)definitionsoflearningorganization;2)characteristicsoflearningorganization;3)Senge'sfivedisciplines;4)Englishteacherprofessionaldevelopmentfromtheperspectiveoflearningorganization.1.3.1DefinitionsofLearningOrganizationUniversallyacceptedandutilizedinbusinessorganizations,thetheoryoflearningorganizationisoneofthemostcurrentmanagementtheoriesintheworldtoday.Aconsistentoruniformdefinitionoflearningorganizationhasnotbeenachievedinspiteoftheabundanceofresearcheslayingstressonit.Researchers,basedontheirownpersonalviewpointsandexperiences,tendtodefinelearningorganizationdifferently.AsSenge(1990:3),aleadingfigureinresearchesonthelearningorganization,firststates,alearningorganizationisone"wherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpansivepatternsofthinkingarenurtured,wherecollectiveaspirationissetfree,andwherepeoplearecontinuallylearninghowtoleamtogether."Later,accordingtoWatkins&Marsick(1993:8),2】 M.A.ThesisChapter1LiteratureReviewthelearningorganizationisone"thatleamscontinuouslyandtransformsitself."Pedler(1995:1)definesalearningorganizationas"anorganizationthatfacilitatesthelearningofallitsmembersandcontinuouslytransformsitself."Then,Marquardt(1996:19)describesalearningorganizationas"anorganizationwhichleamspowerfullyandcollectivelyandiscontinuallytransformingitselftobettercollect,manage,anduseknowledgeforcorporatesuccess."And,itisdefinedbyHuysman(1999:61)as"aformoforganizationthatenablesthelearningofitsmembersinsuchawaythatitcreatespositivelyvaluedoutcomes,suchasinnovation,efficiency,betteralignmentwiththeenvironmentandcompetitiveadvantage."Later,Garvin(2000:11)definesthelearningorganizationasone"skilledatcreating,acquiring,interpreting,transferringandretainingknowledge,andatpurposefullymodifyingitsbehaviortoreflectnewknowledgeandinsights."Then,Hiatt-Michael(2001:115)lateridentifiesalearningorganizationasonethatfocuseson"harnessingexperiencesofthemembers',andoneinwhich'membersworktogether,mutuallyunderstandingeachother,yetrespectingthediversityofoneanother."Here,wejustpresentsomerepresentativeresearchers'definitionsoflearningorganization.Fromthedefinitionsabove,weknowthatthereisnosingledefinitionoflearningorganizationwhichisgenerallyagreeduponoracceptedbyalltheresearchers.Butontheotherhand,thefactis22 M.A.ThesisChapter1LiteratureReviewthatthedefinitiongivenbySengeisalmostuniversallyacceptedperhapsduetohisgreatcontributionsmadetolearningorganization.Also,therevelationthatthelearningorganizationtheoryistheidealconstructforachievingcontinuousimprovementandgrowthisacceptedbymanyresearchers(Park,2008).SowetookSenge'sdefinitionoflearningorganizationinthisstudy.13.2CharacteristicsofLearningOrganizationGiventhefactthatdifferentresearchersdefinelearningorganizationfromdifferentanglesabove,thecharacteristicsofitturnouttobedifferentaccordingly.However,theessencerevealedinthesefeaturesissimilarinnature.Here,Igiveageneralreviewofthefeaturesofalearningorganizationidentifiedbydifferentresearchersfromdifferentaspects.Senge(1990)identifiesfivedisciplinesofalearningorganization，namely,personalmastery,mentalmodels,sharedvision,teamlearning,andsystemsthinking(theelaborationofthesefivedisciplineswillbegiveninthenextpart).Inthemeantimeorlater,manyotherresearcherspresentseveralotherdimensionscharacterizingalearningorganization.Watkins&Marsick(1993,1996)proposesevendistinctbutinterrelateddimensionsthatcharacterizealearningorganizationatindividual,team,andorganizationallevels.Attheindividuallevel,thefirstonecomprisestwodimensions:continuouslearning,anddialogueandinquiry.The23 M.A.ThesisChapter1LiteratureReviewsecondisatteamlevel,consistingofonlyonedimension,namely,teamlearningandcollaboration.Attheorganizationallevel,thethirdiscomposedoffourdimensions,thatis,embeddedsystem,systemconnection,empowerment,andstrategicleadership.Later,Fullan(2001)identifiesthatthekeycharacteristicsofalearningorganizationarecollegialrelationships,knowledgebuilding,andcoherencemaking.Also,Silins,Zarins&Mulford(2002)putforwardsevendimensionsthatcharacterizeschoolsaslearningorganizations:environmentalscanning,visionandgoals,initiativeandrisktaking,review,recognitionandreinforcement,andcontinuingprofessionaldevelopment.Variousdimensionsthatcharacterizealearningorganizationareidentifiedabovebydifferentresearchers,somecommonagreementaboutthecorecharacteristicsofit,however,isstillachieved.Researchesindicatethatinalearningorganization:individualsworkasteamstowardtheachievementofsharedvisionorgoal;systemsthinkingisthenorm;communicationisopenandsincere;knowledgeandinformationareavailableandshared;teamlearningisfundamentalandencouraged;theconstantpursuitofnewknowledgeandskillsissupported;andnewideasarewelcomed(Marquardt,1996;Senge,1990;Watkins&Marsick,1993).Fromthesecorecharacteristics,wecaninferthatSenge'sfivedisciplinesarefullyexpressedinthesecharacteristics.24 M.A.ThesisChapter1LiteratureReviewU.3Senge'sFiveDisciplinesInsection1.3.2,IhavementionedSenge'sfivedisciplinesthatcharacterizealearningorganization,andhere,adetailedelaborationofthesefivedisciplinesisgiven.Senge(1990)putsforwardfivedisciplinescharacteristicofalearningorganization,thatis,personalmastery,mentalmodels,sharedvision,teamlearning,andsystemsthinking.Andthesefivedisciplinesareclassifiedintotwogroupsbasedontheprimaryfocusonindividualsorgroups(Park,2006,2008).Thefirstgroup,centeringonindividualpracticesandbehaviorsinanorganization,consistsofdisciplinesofpersonalmastery,mentalmodels,andsystemsthinking.Differentfromtheotherthreedisciplines,thatis,personalmastery,mentalmodelsandsystemsthinking,bothsharedvisionandteamlearningcomprisethesecondgroupsincethetwodisciplinesareinherentlycollectiveinnature.Systemsthinking,thefifthoneofthesefivedisciplines,isattheheartofalearningorganization.Itisadisciplineorframeworkforseeinginterrelationshipsandwholes(Senge,1990:68).BasedonSenge'sthoughts,eachdisciplineofalearningorganizationissummarizedasfollows.Rankedasthefirstoneofthefivedisciplinesofalearningorganization,personalmasterymeanstheabilitytocontinuallyclarifyanddeepenourpersonalvision,tofocusourenergies,todeveloppatience,andtoseerealityobjectively(Senge,1990:7).Personalmasteryis25 M.A.ThesisChapter1LiteratureReviewcommittedtoone'sowndevelopmentorgrowthattheindividuallevel.Itisnotsomethingyouhaveorpossess.Orrather,itisaprocess,alifelongprocess.Onlythosewhoarefullyawareofpersonalmasteryandwanttoachieveitcantheyknowtheirownignoranceandinabilityinsomerespects,andthenchallengetheideasandopinionsingrainedintheirminds.Onlybydoingthese,cantheyachievepersonalmasterycontinually.Since"organizationsleamonlythroughindividualswholearn"(Senge,1990:139)，personalmasteryisofcrucialimportancetoalearningorganization.JustasSenge(1990:7)putsit,thisdisciplineisessentialtoalearningorganization.ThedisciplineofmentalmodelsranksthesecondplaceofSenge'sfivedisciplinesofalearningorganization.Mentalmodelsrefertothedeeplyingrainedassumptions,orevenimagesandpictureswhichshapeourthinkingandaffecthowwemakesenseoftheworldaroundusandhowweact(Senge,1990:8).Thatistosay,mentalmodelsarethekindofbeliefsthatwetakeforgrantedandthataresubconscioustous.Theyaretheassumptionsorbeliefswhichdecidenotonlyhowwelookatandunderstandtheworldaroundusbutalsowhatweperceiveandhowwetakeactionaswell.Therearenorightorwrongmentalmodels.Theonlydifferenceconsistsinpeople'sdifferentexperiencesandunderstandingsinthepastwhichinfluencetheirthinkingandaction.Thedisciplineofmentalmodelsencouragesustoknowandrecognizewhatkindofmental26 M.A.ThesisChapter1LiteratureReviewmodelswehaveinourminds,tounearthandexamtheassumptionsthatguideouractions,andhencetoimproveourmentalmodelssothatwecangetcontinuousdevelopment.Consequently,mentalmodelsarealsoofgreatsignificancetoalearningorganizationsincetheindividualdifferencescanleadtodisagreement.Systemsthinkingisthecornerstoneofalearningorganization.Asthefifthdisciplineofalearningorganization,systemsthinkingservestointegratealltheotherfourdisciplinessoastobringforththepotentialofallmembersinthelearningorganization,thusimprovingtheorganization.Simplyspeaking,systemsthinkingreferstotheabilitytoseetheirunderlyingstructurebeyondevents,tofocusonwholesratherthanparts,toseethingsdynamicallyratherthanstatically,andtoseetheinterconnectednessandinter-relationshipofthings.Onlybydoingthese,canwefindnewopportunitiesforsolvingproblemsandsoonandthengetcontinuousdevelopment.Similarly,inEnglishteaching,thedisciplineofsystemsthinkingdemandsthatwhethertotrainstudents'listeningorreadingorsomething,Englishteachersshouldfocusonwholesandgobeyondeventstoseetheirunderlyingstructure.Thus,theycanfindthekeytoaquestion.Sharedvision,groundedongroupsratherthanindividuals,isthethirdoneofSenge'sfivedisciplines.Sharedvisionisthekindofvisionorgoaltowhichallmembersinanorganizationarecommittedsinceitis27 M.A.ThesisChapter1LiteratureReviewestablishedonthebasisofeachorganizationalmember'spersonalgoal;itisdynamicratherthanstatic;anditisnotestablishedautomatically;rather,itiscreatedbyallorganizationalmembersbasedontheactualsituationsintheorganization.Inthiscircumstance,althoughwhateachmemberdoesisdifferent,alltheydoisforthepurposeoffulfillingthesharedvision.Andinaccomplishingthesharedvision,eachmember'spersonalgoalisachievedsimultaneously.Orputitanotherway,itissharedvisionthatbuildsacommonsenseofpurposeorcommitmentbetweenalltheorganizationalmembers.And,allmembers'visionsorgoalsintheorganizationareintegratedintoasharedvision.Therefore,eachindividual'spotentialwillbebroughtintofullplaysinceitistheirowngoalaswell,thusmakingmucheasierthefulfillmentofthesharedvision.Anotherkeydisciplineofalearningorganizationisteamlearningwhichranksatthefourthplace.Senge(1990:236)definesteamlearningas"theprocessofaligninganddevelopingthecapacityofateamtocreatetheresultsitsmemberstrulydesire.Itbuildsonthedisciplineofdevelopingsharedvision.Italsobuildsonpersonalmastery,fortalentedteamsaremadeupoftalentedindividuals."Itisteamlearningthatisthemostfundamentalandthusthemostimportantsourceoflearninginalearningorganizationsinceteamsareitsfundamentallearningunit.Andthesignificanceofthedisciplineofteamlearninginalearning28 M.A.ThesisChapter1LiteratureRevieworganizationcanbeseenfrom"unlessteamscanleam,theorganizationcannotleam"(Senge,1990:10).So,inthisstudy,underthetheoreticalframeworkoflearningorganizationtheory,wetriedtoexploretheidealenvironmentofcollegeEnglishteacherprofessionaldevelopment,theircurrentstateandthemainfactorsthatinfluencetheirprofessionaldevelopment.13.4EnglishTeacherProfessionalDevelopmentfromthePerspectiveofLearningOrganizationTheconnotationofEnglishteacherprofessionaldevelopmentfromtheperspectiveoflearningorganizationisgivenanddiscussedasbelow.Teacherprofessionaldevelopmentreferstotheprocessoflife-longlearningandcontinuous"personalmastery".Similartotheprofessionaldevelopmentofteachersinothersubjects,Englishteacherprofessionaldevelopmentgenerallyinvolvestwocontinuousphases,thatis,thephasesofpre-serviceandin-serviceteachereducation.ItreferstotheprocessofEnglishteachers'continuousperceptionofthemselves,ofEnglishteachers'continuousdevelopmentforthepurposeofrealizingtheirideals,andofEnglishteachers'experienceofthevalueoflifethroughbreakingtheoriginallytraditionalteachingmodelandthenconductingteachingreformandinnovation.Teacherprofessionaldevelopmentisviewedastheprocessof29 M.A.ThesisChapter1LiteratureReviewcontinuouslyimproving"mentalmodels"andcultivatingtheirabilitytodo"systemsthinking"."Mentalmodels",alwaysexistinginteachers'dailyteachingandresearchactivities,refertothecomplexandabstractmodelsystemwhichiscomposedofteachers'beliefs,attitude,motivation,andknowledgeandskillsinterrelatedwitheachother.Englishteacherprofessionaldevelopmentateachstageinvolvesthecorrespondingchangesintheirmentalmodelsfrommacrocosmicperspective.Andfrommicrocosmicperspective,inalearningorganization,anactivitylikelearningor"depthinterview"ateachtimealsoinvolvessomecorrespondingchangesinteachers'mentalmodels."Systemsthinking"demandsthatEnglishteachersviewtheirteachingandresearch,andstudents'abilityandmentaldevelopmentfromasystematicperspective.Teacherprofessionaldevelopmentisalsotheprocessof"teamlearning"underthe"sharedvision"."Sharedvision"referstothecommonvaluesandmissionsexistedinteachers'minds.Itisthekindofpowerwhichcaninspireteacherstoworktogethertocompleteavisionorgoal.Onlyindividuallearningunder"sharedvision"canbeviewedasteamlearning,whichischaracterizedbycollaborativepeerlearning(Jia贾爱武,2003).30 M.A.ThesisChapter2ResearchDesignChapter2ResearchDesignAfterthereviewofliterature,thischapterdisplaystheresearchquestions,subjectsandinstruments.Andthen,datecollectionandanalysisareexpounded.2.1ResearchQuestionsThepresentstudy,underthetheoreticalframeworkoflearningorganizationtheory,attemptstoanswerthefollowingfourquestions:(1)WhatistheidealenvironmentandorganizationalculturepromotingtheprofessionaldevelopmentofCollegeEnglishteachers?(2)WhatisthegeneraltrendoftheprofessionaldevelopmentofCollegeEnglishteachers?(3)WhatarethefeaturesofCollegeEnglishteacherprofessionaldevelopmentonthe5disciplinesoflearningorganization(personalmastery,mentalmodels,sharedvision,teamlearningandsystemsthinking)?(4)WhatarethemainfactorsinfluencingtheprofessionaldevelopmentofCollegeEnglishteachers?Withthepurposeofansweringtheabove-mentionedfourquestions31 M.A.ThesisChapter2ResearchDesignsuccessfullyinthisstudy,aquestionnairewasdesignedandaninterviewwasconducted,andthenthedataobtainedfromthequestionnairesandinterviewswereanalyzedandsummarized.Inaddition,fromtheresultsofquestionnairesandinterviews,someproblemswerefound.Inviewofthis,somesuggestionsweregivenlater.2.2Subjects65CollegeEnglishteachers,comingfrom5collegesanduniversitiesinHunanprovince,tookpartinthequestionnaireinvestigationinJanuary,2011.Amongthem,therewere9teacherswhoseyearsofEnglishteachingrangedfromonetothree,21fromfourtoten,18fromeleventoeighteenand17morethannineteen(includingnineteen).Andtheacademicrankcoveredassistant(10),lecturer(31),associateprofessor(21)andprofessor(3).What'smore,toobtainfurtherinformation,7of65CollegeEnglishteacherswerechosentoreceiveaninterviewinaccordancewiththeresultsofthequestionnaireinvestigation.These7CollegeEnglishteacherswerechosencarefullyinaccordancewiththegender,yearsofEnglishteaching,academicrankandpositionsoastomaketheresultsmoreconvincingandrepresentative.AndtheywereaddressedasTl,T2andT3(Teacher1,2,and3)andsoon.Thefollowingtable(Table2.1)displaysthedemographicinformationofthe7CollegeEnglishteachers.32 M.A.ThesisChapter2ResearchDesignTable2.1:Demographicinformationofthe7teachersNameGenderYearsofEnglishteachingAcademicRankPositionTIFemale36ProfessorTeacherT2Male18AssociateprofessorVicePresidentT3Female2AssistantTeacherT4Female10LecturerTeacherT5Male21AssociateprofessorDirectorofCEDepartmentT6Female17AssociateprofessorTeacherT7Female20LecturerTeacher(Note:CE=CollegeEnglish)23InstrumentsToanswerthefourresearchquestionsmentionedabove,twotypesofinstrumentswereemployedtocollectdata:questionnairesandinterviews.Aquestionnaireinvestigationwasusedasamainresearchmethodtocollectquantitativedatainthisstudy,whereasaninterviewwasanindispensabletooltomakeupforsomeinformationwhichwasnotfullycoveredinthequestionnaireandprovideduswithfurtherinformationandexplanation.Specifically,throughthequestionnaireinvestigation,wecangettoknowthegeneraltrendoftheprofessionaldevelopmentofCollegeEnglishteachers,thefeaturesofCollegeEnglishteacherprofessionaldevelopmentonthe5disciplinesoflearningorganizationandthemainfactorsthatinfluencetheirprofessionaldevelopment.Andtheinterviewwasmainlytogetanideaoftheideal33 M.A.ThesisChapter2ResearchDesignenvironmentandorganizationalculturethatpromotetheprofessionaldevelopmentofCollegeEnglishteachersandofsomefurtherinformationaboutteamlearning.23.1QuestionnaireThequestionnaire(seeAppendixI)wasdesignedbasedontheLearningOrganizationQuestionnaireforSchools(Park&Rojewski,2006)andtheQuestionnaireonCollegeEnglishTeacherProfessionalDevelopmentinChina(Wu&Wang吴一安&王文峰，2007).Andlater,apilotstudyon6CollegeEnglishteacherswasconducted.Basedontheresultsofthepilotstudyandtheadvicesandsuggestionsgivenbythe6CollegeEnglishteachers,somerevisionsweremadetoformthefinalquestionnairewefinallyused.Toreducemisunderstandingandgetmoreaccuratedata,thequestionnairewaswritteninChineseinsteadofEnglish.Itincludesthreeparts,thatis,teachers'demographicquestions,thecurrentstateofteacherprofessionaldevelopmentandthefactorsthatinfluencetheirprofessionaldevelopment.Thesecondpart,consistingof25itemsfromthe5dimensions,namely,personalmastery,mentalmodels,sharedvision,teamlearningandsystemsthinking,istomeasurethecurrentstateofCollegeEnglishteacherprofessionaldevelopment.EachitemiscomposedofaLikert-type5-pointscaleformatfrom"stronglyagree"to"stronglydisagree":5equalsto"stronglyagree";4equalsto34 M.A.ThesisChapter2ResearchDesign"agree";3equalsto"neitheragreenordisagree";2equalsto"disagree"and1equalsto"stronglydisagree".Toputitanotherway,thehigherthescoreis,thestrongerteachersperceiveaboutprofessionaldevelopment.Thethirdpartincludesonlyoneitem(multiplechoice),demandingthatCollegeEnglishteacherschoosethefactorsinfluencingtheirprofessionaldevelopmentorwritedownfactorswhicharenotcoveredhere.Sincethereisnorightorwronganswerinthequestionnaire,andalltheanswersareonlyfordataanalysis,thedataaresupposedtobeobjective.What'smore,thequestionnairewasinChineseasmentionedabove.Therefore,wecangetmoreaccurateunderstandingofCollegeEnglishteachers'attitudesorbeliefstowardtheirprofessionaldevelopmentthroughthequestionnaire.Atotalof70questionnairesweresenttotheCollegeEnglishteachers,and65validquestionnaireswerereceived.2.3.2InterviewInterviewcandiscoversomethingthatcannotbeobserveddirectly(Patton,1990:278).Also,accordingtoWen(文秋芳，2001;183),thepurposeofinterviewis"toallowustoentertheotherperson'sperspective."Then,forthepurposeofcollectingfurtherdata,7CollegeEnglishteachers,whoareamongthe65oneshavingparticipatedinthequestionnaireinvestigation,wereinvitedforaninterview.Intheprocess35 M.A.ThesisChapter2ResearchDesignofinterview,MP3playerandnote-takingwereemployed,sothecontentoftheinterviewswouldberecordedindetail.Theinterviewmainlyfocusesonthefollowingthreeaspects:theidealenvironmentandorganizationalculturethatpromotetheprofessionaldevelopmentofCollegeEnglishteachers;whetherornottheyaresatisfiedwiththecurrentworkenvironmentandwhatshouldbeimproved;andwhetherornottheyoftenparticipateinteamworkactivitiesandthesuggestionsabouttheimplementationoftheseactivities.2.4DataCollectionandAnalysis65CollegeEnglishteachers,comingfrom5collegesanduniversitiesinHunanprovince,tookpartinthequestionnaireinvestigationinJanuary,2011.Then,rightafterthequestionnaireinvestigation,StatisticalProcessingSystemofScience17.0wasusedtoanalyzethedatabymeansofitemanalysis,internalconsistencyanalysis,one-wayANOVAandfrequencyanalysis.Firstofall,itemanalysiswasconductedthroughindependent-samplesTtest.Secondly,bymeansofCronbach'salphacoefficient,theinternalconsistencyofthequestionnairewasverified.Thirdly,thegeneraltrendoftheprofessionaldevelopmentofCollegeEnglishteachers,andthefeaturesofCollegeEnglishteacherprofessionaldevelopmentonthe5disciplinesoflearningorganizationwereanalyzedbywayofdescriptivestatistics.Fourthly,toseewhether36 M.A.ThesisChapter2ResearchDesignthereareanystatisticallysignificantdifferencesinCollegeEnglishteachers'perceptionofthe5disciplinesoflearningorganizationintermsofyearsofEnglishteachingandacademicrank,one-wayANOVAwasemployed.Lastly,bymeansoffrequencyanalysis,factorsinfluencingtheprofessionaldevelopmentofCollegeEnglishteacherswereanalyzedandconcluded.Astotheinterview,itwasheldinJune,2011.7CollegeEnglishteachersfromthesampled65participantswereinvited.Inaddition,toensurethevalidityandreliabilityofthequestionnaire,itemanalysisandinternalconsistencyanalysisofthedatawerecarriedout.Throughtheitemanalysis,weknowtherearestatisticallysignificantdifferencesinall25items.Hence,wecansafelydrawaconclusionthatallthe25itemsinthequestionnairearewelldesigned.Inotherwords,allthe25itemsreflectfullyteachers'attitudesorbeliefsaboutlearningorganization.Table2.2;Cronbach'salphaofthe5disciplinesandteacherprofessionaldevelopmentCronbach'sAlphaTeacherProfessionalDevelopment.933PersonalMastery.808MentalModels.801SharedVision.704TeamLearning.897SystemsThinking.90737 M.A.ThesisChapter2ResearchDesignThen,theinternalconsistencyofthequestionnairewasconducted.Bymeansofinternalconsistency,Cronbach'salphacoefficientwasobtained.AscanbeseeninTable2.2above,theCronbach'salphacoefficientsofpersonalmastery,mentalmodelsandteamlearningallreach.8,whereas,theCronbach'salphacoefficientofsystemsthinkingamountsto.907.Inaddition,theCronbach'salphacoefficientofsharedvision,thelowestofthe5disciplines,ismorethan.7.Fromwhathasbeenseenhere,wearefullyconvincedthattheinternalconsistencyofthe5disciplinesinthequestionnaireisratherhigh.Thatistosay,thequestionnairehashighreliability,whichcanalsobeconfirmedbytheCronbach'salphacoefficientofthewholequestionnaire(teacherprofessionaldevelopment).38 M.A.ThesisChapter3ResultsandDiscussionChapter3ResultsandDiscussionInthischapter,weexhibitanddiscusstheresultsobtainedfromthequestionnaireinvestigationandtheinterviewinaccordancewiththeresearchquestionsmentionedinthepreviouschapter.Withregardtotheresultsofthequantitativedatafromthequestionnaire,theyarepresentedintheformoftablesandwithexplanationsanddiscussionscominglater.3.1Teachers'PerceptionofIdealOrganizationalCulturePromotingtheProfessionalDevelopmentofCollegeEnglishTeachersIntheconversations,almostallthe7CollegeEnglishteachershavingtakenpartintheinterviewexpressedmoreorlessthesameviewabouttheidealenvironmentandorganizationalculturethatpromotetheirprofessionaldevelopment.Anditcanbesummarizedasfollows:teachers'innerstrongdesirefortheirprofessionaldevelopment;theessentialsupport,encouragementandguidancefromschoolleadership;relaxedacademicenvironmentandatmosphere;regularschool-basedacademicactivitiessuchasseminarsandlectures;andfrequentcommunicationamongteachers.Twoteachers'representativeviewsonithavebeendisplayedasbelow:39 M.A.ThesisChapter3ResultsandDiscussionAtfirst,asforteachers，theyaresupposedtohavetheirownstrongdesireforself-development,thatis,thestrongdesiretoenhanceandimprovethemselves.Secondly，guidedbythisstrongdesire，thesupport,encouragement,guidanceandsomenecessaryrequirementsprovidedbyschoolleadershipareessentialtoteacherprofessionaldevelopmentForexample,theschoolleadershipshouldprovideteacherswithsufficientdata,timeandopportunitiestostudyoutsideorabroad.Lastly，itcallsforarelaxedacademicenvironmentandatmosphere.Theso-called“relaxed”environmentreferstooneinwhichteacherswanttodosomethingandinthemeantimethenecessaryrequirementsareinstockTheenvironmentofteacherprofessionaldevelopmentisidealifallthethreeconditionsmentionedabovearemet.Therelaxedenvironment,actually,requiresmanyconditions.Forinstance，iftheyarebusywiththeirwork,ormakeeveryefforttomakemoneytotakecareoftheirfamily,teacherswillnothaveenoughtimetoimprovethemselves.Ontheotherhand,iftheschoolleadershipcriticizesthemallday’teacherswillnoteventhinkofdevelopingthemselves.Therefore,anappropriatebalanceamongtheseconditionsshouldbestricken.(Tl，professor,female)AsfarasIamconcerned,theidealenvironmentshouldincludethefollowingtwopoints:Firstly,school-basedacademicactivitiessuchasseminarsandlecturesshouldbeheldregularly.Secondly,teachersshouldoftenexchangetheirviewswitheachother.(T2,associateprofessor,male)3.2TheGeneralTrendoftheProfessionalDevelopmentofCollegeEnglishTeachersBymeansofdescriptivestatistics,wegotthemeanvalueandstandarddeviationofeachitem，withtheexceptionofthelastitem40 M.A.ThesisChapter3ResultsandDiscussion(multiplechoice).Andthen,meanvaluesofthe5disciplinesoflearningorganization,namely,personalmastery,mentalmodels,sharedvision,teamlearningandsystemsthinkingwerecountedoutthroughMicrosoftExcel2007.Thefollowingtable(Table3.1)presentsageneraldescriptionoftheresultsofthecurrentstateofCollegeEnglishteacherprofessionaldevelopment.InTable3.1,themeanvaluesrepresentthelevelthatCollegeEnglishteachersperceiveofthelearningorganization.Table3.1:Teachers'responsetothe5disciplinesandteacherprofessionaldevelopmentNMinimumMaximumMeanStd.DeviationTeacherProfessionalDevelopment651.6053.9409.7902PersonalMastery652.2554.1462.6703MentalModels652.0054.0791.7137SharedVision651.7553,4654.9282TeamLearning65153.7985.9079SystemsThinking65154.1062.7650ValidN(listwise)65FromTable3.1above,weknowthatCollegeEnglishteachers'perceptionoflearningorganizationasawholereachesarelativelyhighlevel，3.9409(maximum;5).AsshowninTable3.1,wecanseethatthemeanvaluesofpersonalmastery,systemsthinkingandmentalmodelsarehigherthantheonesofteamlearningandsharedvision,withthemeanofpersonalmasterythehighestwhilethemeanofshardvisionthelowest.41 M.A.ThesisChapter3ResultsandDiscussionThisresultshowsthatCollegeEnglishteachers'perceptionofpersonalmastery,systemsthinkingandmentalmodelsishigherthantheirperceptionofteamlearningandsharedvision,whichfurtherdemonstratesthatCollegeEnglishteachers,relativelyspeaking,aremainlyinastateofstudyingontheirown.Thisalsoindicatesthat,fromanotherpointofview,theprofessionaldevelopmentofmostCollegeEnglishteachersisconductedbythemselvesandthattheyseldomtakepartinteamworkactivitieslikeacademicsalonwhichcanpromotetheirprofessionaldevelopment.Thereasonforthisresult,asfarasweareconcerned,iscloselyrelatedtothefollowingthreeaspects:Firstly,CollegeEnglishteachershavecomparativelystrongdesirefortheirowndevelopmentinanenvironmentcharacterizedbylearningorganization;Secondly,CollegeEnglishteachershaverelativelystrongconsciousnessabouttheirprofessionaldevelopment,innovationandtheabilitytodosystemsthinking;Thirdly,characterizedbymutualpromotionandcommondevelopment,theharmoniousandunifiedrelationshipbetweentheindividualandthecollectiveisnotfullyestablished.Toputitanotherway,collectivecohesionandcooperationinprofessionaldevelopmentarerequiredtobestrengthened.AscanbeseeninTable3.1，themeanvalueofthedisciplineofpersonalmasteryreaches4.1462,whichshowsthatCollegeEnglishteachershavebeengenerallyawareoftheimportanceofpersonalgrowth42 M.A.ThesisChapter3ResultsandDiscussionthroughtheirowncontinuouslearning,whichisofgreatsignificancetopromotetheirprofessionaldevelopment.Themeanvalueofsystemsthinkingisslightlylowerthantheoneofpersonalmastery,thehighestoneofthe5disciplinesoflearningorganization,whichdemonstratesthatmostCollegeEnglishteachersarebasicallyabletosee,analyzeandsolveproblemsinasystematic,holisticanddynamiclight.Inthemeantime,italsoimpliesthattheseCollegeEnglishteachersreacharelativelyhighlevelinconsideringboththerelationshipbetweenteachingandresearch,andthefactorsaffectingteaching.AsshowninTable3.1above,exceptthedisciplinesofpersonalmasteryandsystemsthinking,themeanvalueofthedisciplineofmentalmodelsisalsorelativelyhigh,slightlylowerthantheoneofsystemsthinking.ThisshowsthatthemajorityofCollegeEnglishteachersarefiillyawareoftheimportanceofimprovingtheirmentalmodelsandthattheyarewillingtoexperimentvariouskindsofnewideasandmethodsaboutEnglishteaching.Thisindicatesthat,ontheonehand,theseteachers,insteadofbeingcontentwithtraditionalideasandmethodsaboutEnglishteaching,theyhavethecouragetoattemptnewones.Italsoimplies,ontheotherhand,thattheseCollegeEnglishteachersgenerallyrealizethattheyshouldpursuetheirpersonalgrowthcontinuouslysothattheirprofessionaldevelopmentcanbepromotedbetteraccordingly.43 M.A.ThesisChapter3ResultsandDiscussionAlso,asdemonstratedinTable3.1，themeanofthedisciplineofsharedvisionisthelowest,whichdemonstratesthatthegoalorvisionisestablishedwithoutfullytakingeachteacher'spersonalgoalintoaccount,thatis,thegoalissetwithoutfullyconsideringtheopinionsofteachersasawhole.Therefore,thefulfillmentofasharedvisionorgoalwillbeaffectedtosomeextent,andontheotherhand,teachers'potentialitiescannotbebroughtintofullplay,whichimpedestheirprofessionaldevelopmenttosomedegreecorrespondingly.Besidessharedvision,themeanofthedisciplineofteamlearningissomewhatlow.Thisresultshowsthatteamlearninginarealsensescarcelyexistsamongteachers,whichfurtherindicates,ontheonehand,thattheimprovementofteachers'mentalmodelsmaybelimitedtoalargeextentinpromotingtheirprofessionaldevelopment,andontheotherhandthatthiskindoflearning,lackofinteractionandknowledgeexchange,cannotmakefulluseofthelearningresourcesavailable,thushinderingteacherprofessionaldevelopmenttosomedegreeaccordingly.What'smore,astowhetherornottheyaresatisfiedwiththecurrentworkenvironment,allthe7CollegeEnglishteachershavingparticipatedintheinterviewholdtheviewthattheyaresatisfiedwiththecurrentworkenvironmenttoalargeextent.T2said:"Asforthecurrentworkenvironment,Ifinditsatisfactory."Also,T3heldthesameview:"Iamextremelycontentwiththecurrentworkenvironment.Asfortheteaching44 M.A.ThesisChapter3ResultsandDiscussionfacilities,Ifindthemverygood."Inaddition,T5alsosaid:“Imaintainthatthecurrentworkenvironmentisgood.Ifinditsatisfactorybecauseatourschool,comparedwithotherschools,theteachingfacilitiesaregoodandtheworkenvironmentisrelaxedtosomeextent."Concretely,someteachersexplicitlytakethepositionthattheyfoundthephysicalenvironmentmoresatisfactorythanthehumanisticenvironment.Thephysicalenvironment,asweallknow,referstotheteachingfacilities,suchascomputerandmulti-mediaandsoon.T4said:"Generallyspeaking,Ithinkitsatisfactory.Concretelyspeaking,Iammorecontentwiththephysicalenvironmentthanthehumanisticenvironment."T6sharedthisview,sayingthat:"Asforthecurrentworkenvironment,Iamsatisfiedwiththephysicalenvironmentinsteadofthehumanisticenvironment,suchasteachingfacilities."Inaddition,T1wentastepfurthertosay;"Astothecurrentworkenvironment,Ifinditsatisfactoryonthewhole.ButsometimesIfeelittoorelaxed,whichismainlyembodiedinthefewopportunitytocommunicatewithotherteachersatthisschooloratotherschools."Withregardtosomethingthatshouldbeimprovedintheenvironmentandorganizationalculturethatcanpromotetheirprofessionaldevelopment,someCollegeEnglishteachersmaintainthattheevaluationofteachers'achievementsshouldfocusmoreonteachingachievementsthanachievementsinresearch.Tothem,atleast,an45 M.A.ThesisChapter3ResultsandDiscussionappropriatebalancebetweenteachingandresearchshouldbestricken.T5said:"Iarguethatsomethingshouldbestrengthenedinmanagement.Sinceatcollegenow,theevaluationofteachers'achievements,usually,iscloselyrelatedtoachievementsinresearchratherthanteachingachievements,soIinsistthatweshouldpaymoreattentiontoteachingachievements."AndT3andT4alsoexpressedthesameview,sayingthat:"Atfirst,communicationamongteachersshouldbeenhanced.Secondly,schoolsareschoolsratherthaninstitutionsforresearch,sotheyaresupposedtolaymoreemphasisonteachingachievementsthanachievementsinresearch.Lastly,theschoolshouldprovideteacherswithmoreopportunitiestostudyoutsideorabroad."Moreover,T2mentionstheissueofacademicactivity.Andhesaid:"Firstofall,school-basedacademicactivitiessuchasseminarsandlecturesshouldbeheldregularlyandmakeitinstitutionalized.Andfurthermore,theresearchsubjectsinvolvedintheseacademicactivitiesshouldcovereachdisciplineandspecialty.Otherwise,manyteacherswilllosetheirinterest."Additionally,T1arguesthatincentivemechanismshouldbeprovidedandappropriate."Imaintainthattheschoolshouldprovidesomekindsofincentives,suchas,givingteacherssomeconfirmationandencouragementregularlyfortheirteachingmethodsorsomeotheraspects.Inadditiontothat,sincelearningamongteachersisprimarily46 M.A.ThesisChapter3ResultsandDiscussiontask-completion-based,thereisalongwaytogointeamlearning."shesaid.AndT6addsbysaying"Ifinditunreasonabletodecidewhetherornottopromoteteachers'academicrankbasedonalimitoffiveyears."Besides，one-wayANOVAwasconductedtoseewhethertherewereanystatisticallysignificantdifferencesinCollegeEnglishteachers'perceptionofthe5disciplinesoflearningorganizationbasedonyearsofEnglishteachingandacademicrank.Fromthetwotablesbelow,weknowthatCollegeEnglishteachers'perceptionofthe5disciplinesoflearningorganizationdonotdiffergreatlyintermsofyearsofEnglishteachingandacademicrank.Theresulthasmuchtodowiththeschoolorganizationalculture.Itisjustbecauseofthefactthatcollegesanduniversitiespaymuchattentiontothelearningorganizationalcultureandtotheimportantrolesofbothorganizationallearningandteamlearningplayedintheprocessofteacherprofessionaldevelopmentthatmakestheprofessionaldevelopmentoftheseteachers,whethernoviceteachersorexperiencedteachers,reachacomparativelyhighlevel.Furthermore,thedistinctivenessofteachingprofessionandthehighexpectationsfromsociety,parentsandstudentsalsocontributetotheresult.Besides,asweallknow,yearsofteachingandacademicrankoftengohandinhand.Inotherwords,allinall,thelongeryearsofteachingis,thehigheracademicrankget,whichisinlinewiththeprofessionaltitleassessmentsystemin47 M.A.ThesisChapter3ResultsandDiscussionChina.Itisbecauseofthecloserelationshipbetweenyearsofteachingandacademicrankthatshowstheconsistentresultsdemonstratedasbelow.Table3.2:Teachers'responsetothe5disciplinesbasedonyearsofEnglishteachingSumofSquaresdfFPBetweenGroup.9983PersonalMasteryWithinGroup28.64161.642.605Total29.63864BetweenGroup1.1993MentalModelsWithinGroup32.14761.827.529Total33.34564BetweenGroup2.7303SharedVisionWithinGroup55.093611.05i.380Total57.82364BetweenGroup2.4183TeamLearningWithinGroup50.475611.051.535Total52.89264BetweenGroup3.2173SystemsThinkingWithinGroup34.672612.169.251Total37.88964AsshowninTable3.2,fromthevaluesofP,allfarabove.05,weknowthatthereisnosignificantdifferenceinCollegeEnglishteachers'perceptionofthe5disciplinesoflearningorganizationbasedonyearsofEnglishteaching.Thisresultshowsthat,tomostoftheseCollegeEnglish48 M.A.ThesisChapter3ResultsandDiscussionteachers,yearsofEnglishteachingdoesnotcontributemuchtotheirprofessionaldevelopment.Toputitanotherway,nomatterhowmanyyearstheyareinvolvedinEnglishteaching,theseCollegeEnglishteachersareawareoftheimportantroleofcontinuouspursuitofself-growthplayedinpromotingtheirprofessionaldevelopment,andtheyarebasicallyabletoblueprinttheirownprofessionaldevelopmentsystematicallyandholistically.What'smore,theypaygreatattentiontoteamlearningandprofessionaldevelopmentundersharedvision.Inotherwords,inspiteoftheyearsofEnglishteachingtheyhave,whetherlessthan3yearsormorethan19years(including19year),theytreasurethemasteryofprofessionalknowledge,theestablishmentofcloseinterpersonalrelationship,andprofessionaldevelopmentunderthesharedvision.Inaddition,ascanbeseeninTable3.3below,thevaluesofthe5disciplinesoflearningorganizationareallfarabove.05,whichmeansthatthereisnosignificantdifferenceinCollegeEnglishteachers'perceptionofthe5disciplinesoflearningorganizationbasedonacademicrank.TheresultshowsthattheacademicrankdoesnotplayaveryimportantroleinpromotingtheprofessionaldevelopmentofCollegeEnglishteachers.Itimpliesthat,ontheonehand,externalcriteriasuchasacademicrank,doesnotcontributemuchtoCollegeEnglishteacherprofessionaldevelopment.Inotherwords,nomatterwhatacademicrank49 M.A.ThesisChapter3ResultsandDiscussiontheseteachershave,itplaysalmostthesameroleinpromotingCollegeEnglishteacherprofessionaldevelopment.Thereasonfortheresultmaybethathighacademicrankmakesteachersbecontentwiththeircurrentstateofprofessionaldevelopment,thushinderingtheirmotivationtofurtherpursuepersonalgrowth.Ontheotherhand,theresultalsoindicatesthattherevelationthatteachersareimmersedintheexternalcriteriaforteacherprofessionaldevelopment,suchasacademicrank,mayweakentheirconsciousnesstopursueprofessionaldevelopment.Table33:Teachers'responsetothe5disciplinesbasedonacademicrankSumofSquaresdfFPBetweenGroup2.5583PersonalMasteryWithinGroup27.081611.807.234Total29.63864BetweenGroup3,6053MentalModelsWithinGroup29.740612.981.181Total33.34564BetweenGroup1.7673SharedVisionWithinGroup56.05661.815.564Total57.82364BetweenGroup2.6383■TeamLearningWithinGroup50.254611.159.516Total52.89264BetweenGroup3.9173SystemsThinkingWithinGroup33.972612.788.211Total37.8896450 M.A.ThesisChapter3ResultsandDiscussionTakingintoaccountwhatwehavediscussedabove,weknowthattheresultsarenotonlycloselyrelatedtotheorganizationalcultureofschools,buttotheCollegeEnglishteachersaswell.AndthisisthegeneraltrendofCollegeEnglishteacherprofessionaldevelopment.33FeaturesofCollegeEnglishTeacherProfessionalDevelopmentonthe5DisciplinesofLearningOrganizationNowwe'veknownthegeneraltrendoftheprofessionaldevelopmentofCollegeEnglishteachers.Andinthissection,wegiveafurtheranalysisofthefeaturesofCollegeEnglishteacherprofessionaldevelopmentonthefivedisciplinesoflearningorganization.Then,analysesanddiscussionsofeachdisciplinearegivenonebyone.3J.1PersonalMasteryHere,CollegeEnglishteachers'perceptionofpersonalmasteryandtheitemsunderthisdisciplineisanalyzedanddiscussedmoreconcretely.Table3.4:Teachers'responsetoItems1-4ItemsMean1.PracticingunderstandingsaboutEnglishteachingintheprocessofteaching4.3692Personal2.MakingupfordeficienciesinthefieldofteachingskillsandknowledgeofEnglish4.6000Mastery3.Oftenwritingteachingjournaltoreflectonteaching3.55384.Activelyparticipatinginactivitiesthatcanhelpimproveteaching4.061551 MA.ThesisChapter3ResultsandDiscussionUnderthedisciplineofpersonalmastery,onlythemeanvalueofItem3islowerthantheoneofthewholequestionnaire(mean:3.9409),reaching3.5538,whichdisplays,inaway,thatCollegeEnglishteachersdonotdevelopthehabitofreflectionontheirteachingbymeansofwritingteachingjournal.Andthroughtheinterview,wegettheideathatthemajorityofCollegeEnglishteachersgenerallyreflectontheirteaching,buttheyseldomwriteteachingjournals.Themeansofotheritemsunderthisdisciplineareallmorethan4.0000.Amongthem,themeanvalueofItem2isthehighest,reaching4.6000,whichshowsalmostalltheCollegeEnglishteachersagreewiththisview.Inotherwords,becausetheygenerallyrealizetheimportanceofpersonalmasterythroughtheirowncontinuouslearning.CollegeEnglishteachersdevotethemselvestocontinuouslearning,whichcanmakeupfortheirowndeficienciesinEnglishteaching.Bycomparison,themeanvalueofItem1isalittlelower,4.3692,whichdemonstratesthatmostCollegeEnglishteachersarewillingtopracticetheirviewsaboutEnglishteaching,thusbreakingtraditionalteachingmodelandmakingtheirpersonalgrowthreachtoahigherlevel.IncomparisonwiththeoneofItem1，themeanvalueofItem4(mean;4.0615)showsthatthemajorityofCollegeEnglishteacherspreferpracticingtheirunderstandingsaboutEnglishteachingtotakingpartinvariouskindsofactivitieswhichcanimprovetheirteaching.Nevertheless,fromthevalue4.0615,wearealsosurethat52 M.A.ThesisChapter3ResultsandDiscussionmostCollegeEnglishteachersarestillwillingtoparticipateinthosekindsofactivitieswhicharehelpfultoimprovetheirteaching.3.3.2MentalModelsWediscussmoreconcretelyCollegeEnglishteachers'perceptionofmentalmodelsandtheitemsunderthisdisciplinehere.Table3.5:Teachers'responsetoItems5-11ItemsMean5.Beingpleasedwithcurrentprofessionaldevelopment3.64626.Havingclearteachingobjectivesineachclass4.36927.Teaching-objective-orientedclassroomteaching4.2000Mental8.Adjustingteachingaccordingtotheactualsituationsofstudents4.3077Models9.Thinkingabouttheappropriatenessofteachingideasandpracticethrough4.0308unexpectedeventsoccurringintheclassroom10.Knowingwheretofindsolutionswhenproblemsoccurredinteaching3.923111.ExperimentingnewideasandmethodsaboutEnglishteaching4.0769Onthewhole,mostCollegeEnglishteachersarefullyawareoftheimportanceofimprovingmentalmodelstobetterpromotetheirprofessionaldevelopment.AscanbeseeninTable3.5above,themeansofItems6,7,8，9and11areallmorethan4.0000.Thisresultdemonstratesthat:1)CollegeEnglishteachershaveclearteachingobjectivesineachclass(mean:4.3692);2)Theirteachingare53 M.A.ThesisChapter3ResultsandDiscussionstudent-oriented(mean:4.3077);3)Theyoftenthinkabouttheappropriatenessofteachingideasandpracticebypayingattentiontotheunexpectedeventsoccurringintheclassroom(mean:4.0308);4)Adventurousandinnovative,CollegeEnglishteachershavethecouragetoexperimentnewideasandmethodsaboutEnglishteachingintheprocessofteaching(mean:4.0769).Also,asshowninTable3.5,themeanvalueofItem10islowerthan4.0000,whichshowsthatteachersareoftenfacedwiththeawkwardsituation:theydon'tknowwheretofindthesolutionswhenproblemsoccurredinteaching.Combinedwiththis,andtakingintoconsiderationthemeanvalueofthedisciplineofteamlearning(3.7985)inTable3.1above,wecansafelyconcludethatatpresentCollegeEnglishteachersaremainlyinastateofindividuallearning.Therefore,wearesupposedtoconsciouslycarryoutvariouskindsofactivitiescharacteristicoflearningorganization,buildaplatformforteacherstointeractandexchangewitheachotherandcreateaculturalatmospherecharacterizedbyteamlearning.Inaddition,themeanvalueofItem5,showstheextentofCollegeEnglishteachers'satisfactionabouttheircurrentprofessionaldevelopment,whichtosomedegreereflectsteachers'expectationtoimprovethemselvescontinuously.3.3.3SharedVisionHere,amoreconcreteanalysisanddiscussionaboutCollegeEnglish54 MA,ThesisChapter3ResultsandDiscussionteachers'perceptionofsharedvisionandtheitemsunderthisdisciplineisgivenasbelow.Table3.6:Teachers'responsetoItems12-15ItemsMean12.Workingtogethertoformulatethegoals,policiesandregulationsforschool3.2923developmentShared13.Teachers'unanimousviewonhowtoachievegoalforschooldevelopment2.9077Vision14.Personalteachingaimbeinginaccordancewiththeschool's3.584615.Workingtogethertobetheadvancedcollective4.0769SharedvisionistomeasurethecollectivecohesionandinterpersonalrelationshipamongteacherssoastoknowtheorganizationalfunctionorroleofthegroupofCollegeEnglishteachersatpresent.Amongalltheitemsunderthedisciplineofsharedvision,themeanvalueofItem15isthehighest,reaching4.0769,andthemeansofotheritems(Items12,13and14)arealllessthan3.6000,withthemeanofItem13thelowest(2.9077).Fromthis,wecansafelyconcludethatontheonehandteachersgetalongwellwitheachother,workingtogethertobeanadvancedcollective,andontheotherhandthattheirviewsarenotunanimousonhowtoachievethecommondevelopmentbetweentheindividualandthecollective.Itfurthershowsthatthecollectivegoalorvisionisestablishedwithouttakingteachers'personalvisionorgoalintofullconsideration.Therefore,inthefutureweshouldpaymoreattentiontothefollowing55 M.A.ThesisChapter3ResultsandDiscussionpoints:Atfirst,teachers'personalvisionorgoalshouldbetakenintofallaccountwhenestablishingcollectivegoalorvision.Secondly,thecommunicationandcooperationamongteachers,andteachersandtherelevantadministrativedepartmentsshouldbestrengthened.Thirdly,teachersshouldalsotakethedevelopmentoftheschoolsintoconsiderationandactivelycreateapositivegroupatmosphere,thusforminganupwardforce.3.3.4TeamLearningCollegeEnglishteachers'perceptionofteamlearningandtheitemsunderthisdisciplineisanalyzedanddiscussedmoreconcretelyhere.Table3.7:Teachers'responsetoItems16-20ItemsMean16.WorkingtogethertocompileEnglishteachingmaterials3.507717.Workingtogethertoexploresolutionstotheproblem3.9077Team18.Workingtogethertodiscussteaching4.0308Learning19.Doingclassobservationoften3.523120.Feelingfreetoaskquestionsregardlessofgender,ageandprofessionalstatus4.0231Teamlearningisthekindofactivitywhichisbasedonteamsinsteadofindividuals.Themeanvalueofthisdisciplineis3.7985,asshowninTable3.1above,whichpresentsthatteamlearninginitstruesenseseldomexistsbetweenCollegeEnglishteachers.Here,themeanvaluesof56 M.A,ThesisChapter3ResultsandDiscussionItems18and20arethehighestunderteamlearning,bothmorethan4.0000.ThisshowsthatCollegeEnglishteachersoftenworktogethertodiscusshowtoteachwellnomatterwhatkindofqualificationstheyhave,andthattherelationshipamongthemisharmonious,whichisinlinewiththeresultofItem15.Nevertheless,teamworkislimitedtosomekindofforms,andthemodesoflearningarerelativelyfew,whichcanbeknownfromthemeanvaluesofItems16,17and19，alllessthan4.0000.Hence,wecansafelydrawaconclusionthatthecommunicationamongteachersmaymainlyrestontea-tabletalkafterdinner,andthatproblem-solving-orientedcooperativeactionresearchwhichcanbefullyemployedintheclassroomisrare.ThisresultexplainsfromanotherpointofviewwhythemeanvalueofItem10(knowingwheretofindsolutionswhenproblemsoccurredinteaching)islessthan4.0000.Inaddition,asforwhetherornottheyoftenparticipateinteamlearning,allthe7CollegeEnglishteachershavingtakenpartintheinterviewholdtheviewthattheytakepartinsometeamworkactivitiesduetovariousreasons.Asforthereasonswhytheydonotoftenparticipateintheseactivities,theysaythattherearetwomajorones,thatis,objectivereasonandsubjectivereason.Andaccordingtotheiropinions,theobjectivereasonmainlyincludesthefollowingfourpoints:classtimewhichconflictswiththatofteamworkactivity;teachers'alreadyoverburdenedschedules;notcloselyrelatedtotheirown57 M.A.ThesisChapter3ResultsandDiscussionspecialties;andnotknowinginadvance.Andsubjectivereasonissomethingmainlyrelatedtoteachers'interest.Someteachers'representativeviewsaredemonstratedinthefollowingtable:Table3.8:ReasonsforteachersnotparticipatinginteamworkactivityNameViewsReasonT2TimeofteamworkactivityconflictingwiththeclasstimeObjectiveTimeofteamworkactivityconflictingwiththeclasstime;researchT6ObjectivesubjectsnotcloselyrelatedtoherspecialtyT7ShowingnointerestSubjectiveTimeofteamworkactivityconflictingwiththeclasstime;notknowingT3Objective&subjectiveinadvance;andshowingnointerestAlreadyoverburdenedschedule;timeofteamworkactivityconflictingT4withtheclasstime;researchsubjectsnotrelatedtoherspecialty;andObjective&subjectiveshowingnointerestAstotheroleteamworkactivityplayedinpromotingteacherprofessionaldevelopment,mostteacherstakethepositionthatindividuallearningplaysamoreimportantrolethanteamlearning.Someteachersevencompareindividuallearningtointernalcausewhileteamlearningexternalcause.AcaseinpointiswhatT6said.Andshesaid:"Bothindividuallearningandteamlearningareindispensable.Individuallearningisaninternalcause,whileteamlearningisanexternalcausebecauseteamlearningonlyprovidesuswithanenvironmentoratmosphere.Anditisgenerallybelievedthatexternalcausesbecome58 M.A.ThesisChapter3ResultsandDiscussionoperativethroughinternalcauses."T5alsosharedthisview,saying:"Iarguethatteachersarethekeytotheirprofessionaldevelopment.Eveniftheenvironmentisgoodenough,youwillachievenothingifyoushownointerestordonothingaboutit.Thatistosay,environmentonlyplaysasecondaryrole,anditisanexternalcause.Andasweallknow,externalcausesbecomeoperativethroughinternalcauses."AndT1alsoheldthesameview;"Inmyopinion,asforteachers,theirlearningmainlydependsonthemselves.Therearesometeamworkactivitiesatourschool,buttheyaremainlytask-completion-based.Infact,whatsometeachersdoisverywell.Forinstance,theydoteachingobservation,andthenaskotherteacherstodiscusswitheachotherafterit.Butiftheessentialsupportfromtheschoolleadershipisnotprovided,teacherswillnotgoalongwayintheirprofessionaldevelopment.Ontheotherhand,ifteachersdonotshowanypassion,nothingcanbeachieved."Inadditiontothat,T7alsosaid:"Ifindindividuallearningplaysamoreimportantrolethanteamlearninginteacherprofessionaldevelopment.Butthisdoesnotmeanthatwedon'tneedteamlearning.Orrather,teamlearningisneededtosomedegree,whichcanbetterpromoteteacherprofessionaldevelopment."Andasweallknow,accordingtotheinternalandexternalcauseinphilosophy,externalcausesbecomeoperativethroughinternalcauses,thatis,theexternalcausescanonlyfunctionwellbymeansofinternalcauses,asmentionedabovebysometeachers.Fromhere,we59 M.A.ThesisChapter3ResultsandDiscussionknowthesignificanceofindividuallearningintheseteachers'mind.Butinthemeantime,2teachers(T2andT4)maintainthatteamlearningisindispensabledespiteofthesignificantroleindividuallearningplayedinpromotingteacherprofessionaldevelopment.T2said:"Comparedwithindividuallearning,teamlearningcanbetterpromoteteacherprofessionaldevelopmentinthelongrun.Withoutteamlearning,yourvisioncannotbebroadened."Also,T4heldthesameview,statingthat:"Bothindividuallearningandteamlearningareimportant.Atpresent,individuallearningismoreimportantthanteamlearning.Butinthelongrun,teamlearningcanplayanevenmoreimportantrolethanindividuallearninginteacherprofessionaldevelopmentifitiscarriedoutgenuinely."Suggestionsthatteachersgaveabouttheimplementationofteamworkactivitiescanbeconcludedasfollows:1)Atleastletteachersknowinadvancebymeansofsendingamessageorsomething;2)Teamworkactivitiesshouldbecarriedoutonthebasisoftheinvestigationofteachers'needs;3)Thesekindofactivitiesshouldbearrangedinaccordancewithteachers'workinghours.T3said:"Sometimes,Idonotknowthereisanactivitygoingon.So,Ihopeintheftiturewewillbeinformedinadvancethroughsendingamessageorsomething."Besides,T1expressedherview,statingthat:"Atfirst,aninvestigation,orrather,aneedanalysis,shouldbedonetoknowwhat60 M.A.ThesisChapter3ResultsandDiscussionteachersneedexactly,whichaspecttheyareinterestedinandwhatarehelpfultothem.Then,somerelatedactivitieswillbeorganizedaccordinglybasedontheneedanalysis."Also,T2said:"Suchkindsofactivitiesshouldbecarriedoutinaccordancewithteachers'workinghours.Besides,Imaintainthatthebestwaytopromoteteacherprofessionaldevelopmentistomakesureeveryteacherhavecertaintimetodoresearch,insteadoffocusingonteachingwholeheartedly."T6gavemoreconcretesuggestionsabouttheimplementationoftheseactivitiesbysayingthat:"Firstly,aneedanalysisissupposedtobedonetoinvestigatewhatteachersneed.Then,theseactivitiescanbecarriedoutonthebasisoftheneedanalysis.AndIarguetheseactivitiesshouldbecarriedoutfromthefollowingthreeaspects;1)tohelpteachersfosterquestionawarenessbecausesometeachersdonotknowwhatkindofresearch(inwhichfield)theyshoulddo;2)tohelpteachersknowhowtodotheliteraturereview,orrather,howtofindtherelevantliteratureandoverviewit;3)tohelpteachersknowwhatkindofresearchmethodissupposedtobeusedtosolveacertainresearchquestion."3.3.5SystemsThinkingAmoreconcreteanalysisanddiscussionaboutCollegeEnglishteachers'perceptionofthedisciplineofsystemsthinkingandtheitemsunderthisdisciplineisgivenhere.61 M.A.ThesisChapter3ResultsandDiscussionTable3.9:Teachers'responsetoItems21-25ItemsMean21.Takingdifferentabilitiesandneedsofstudentsintoiallconsiderationwhen3.9231formulatingteachingplan22.ArelativelyholisticmasteryofthecurrentlyusedEnglishteachingmaterials4.0769Systems23.Payingattentiontodiggingthehumanisticelementsinteachingmaterials4.1692Thinking24.Attachinggreatimportancetodevelopingstudents'goodhabitoflearningand4,1308Englishlearningstrategy25.Payingattentiontopromotingstudents'all-arounddevelopmentbywayof4.2308EnglishteachingAttheheartofalearningorganization,systemsthinkingmeasurestheoverallextentofteachers'considerationbetweenteachingandresearch,andthefactorsinfluencingteaching.AscanbeseeninTable3.9above,themeanvaluesofalltheitems,exceptItem21(mean:3.9231),aremorethan4.0000.Fromthemeanshere,wecansafelygettheconclusionthatthemajorityofCollegeEnglishteachersarebasicallyabletoanalyzeandsolveproblemsinasystematic,holisticanddynamiclight.Toputitanotherway,theseCollegeEnglishteachershavearelativelystrongabilitytodosystemsthinking.Concretelyspeaking,itcanbeexplainedasthefollowingpoints:1)CollegeEnglishteacherstakethelong-termgoalofeducationintofullconsideration,namely,topromotestudents'all-arounddevelopment;2)TheyhaveaholisticmasteryofthecurrentlyusedEnglishteachingmaterials;3)Theyattachgreat62 M.A,ThesisChapter3ResultsandDiscussionimportancetocultivatingstudents'goodhabitoflearningandEnglishlearningstrategy,thatis,"teachingtofish"insteadof"givingafish";4)Theypaygreatattentiontodiggingthehumanisticelementsexistedinteachingmaterialssoastocultivatestudents'humanisticquality.Fromwhathasbeendiscussedabove,wearefullyconvincedthatmostcollegeEnglishteachersareabletoanalyzeandsolvetheproblemssystemicallyandholistically.3.4FactorsInfluencingCollegeEnglishTeacherProfessionalDevelopmentInthissection,thefactorsthatinfluencetheprofessionaldevelopmentofCollegeEnglishteachersarereportedanddiscussed.Table3.10;factorsinfluencingteacherprofessionaldeveJopmentFactorsN%bonusandwelfarefund5280%promotionofprofessionaltechnicaltitles4772%trainingoutside5585%excellenceappraisal3960%pursuingadvancedstudies4265%promotionofadministrativeposts58%engaginginresearchsubjects2640%paperpresentationineducationandresearch4062%(Note:Nstandsforthenumberofteacherswhochoosetheitem;%standsforpercentage.)63 M.A.ThesisChapter3ResultsandDiscussionTable3.10abovepresentsthenumbersandpercentagesoftheeightkindsoffactorsthataffectCollegeEnglishteacherprofessionaldevelopment.AscanbeseeninTable3.10，thethreehighestratingitemsinfluencingCollegeEnglishteacherprofessionaldevelopmentare"trainingoutside","bonusandwelfarefund"and"promotionofprofessionaltechnicaltitles".FromTable3.10above,wecanseethatthereare85%ofCollegeEnglishteacherswhochoose"trainingoutside".Thatistosay,totheseCollegeEnglishteachers,"trainingoutside"ismoreconducivetotheirpersonaldevelopment.Inaddition,wecanalsoseefromthetablethatotherkindsoflearningmodewhichteacherschosearemuchless.Forinstance,CollegeEnglishteacherswhochoose"pursuingadvancedstudies"accountfor65%,"paperpresentationineducationandresearch"62%and"engaginginresearchsubjects"only40%.Andthereasonfortheresulthasmuchtodowiththefollowingthreepoints:Firstly,inrecentyears,everysummernearly10000CollegeEnglishteacherstakepartin"NationalEnglishTeachingandTeacherDevelopmentSerialSeminarsatCollegesandUniversities"undertookbyForeignLanguageTeachingandResearchPressinBeijingorsomeotherpresses.Employingexperimentalandcooperativeteachingmethods,characterizedbytheoryintegratingwithpracticeandteachingcombining64 M.A.ThesisChapter3ResultsandDiscussionwithresearch,theseseminarsprovideaplatformforteacherprofessionaldevelopmentbyencouragingteacherstofullyparticipateinallkindsofactivities,tothinkpositively,tosharetheirteachingexperience,andtojointlycreateanopenandinteractivelearningteam,thusimprovingteachers'theoreticallevelandinnovativecapability(ForeignLanguageTeachingandResearchPress,2011).Fromhere,wecanfullyunderstandthereasonwhythemajorityofCollegeEnglishteachersmaintain"trainingoutside"canbetterpromotetheirprofessionaldevelopment.Secondly,accordingtoZhou(周燕，2005),therearestillmanyproblemsexistedincreatingtheconditionsandopportunitiesfordoingresearchatcollegesanduniversitiesinChina,suchas,teachersarefacedwithincreasingpressuretodoresearch,andontheotherhand,theopportunitiesandguidethatareavailablearefarfromenough,whichposeseverechallengesforteacherprofessionaldevelopment.Andinthisstudy,lessthanonehalf(40%)ofCollegeEnglishteachershavingtakenpartinthisinvestigationchoose"engaginginresearchsubjects".ThisresultindicatesthatthevastmajorityofCollegeEnglishteachersarestillfacingsomeproblems,suchasdifficultyinapplyingforresearchsubjectsandlackofguidancetodoresearch,whichisinaccordancewiththeresultsofZhou(周燕，2005).Lastly,"Bonusandwelfarefund"and"promotionofprofessionaltechnicaltitles"arerankedasthesecondandthethirdmostimportant65 M.A.ThesisChapter3ResultsandDiscussionfactorsthataffectteacherprofessionaldevelopment.Theresultgoeshandinhandwithteachers'comparativelylowwagesandteachers'overburdenedteachingwork.Meanwhile,thefactthatachievementinresearchisregardedasasignificantindexoftheevaluationofateacher'sacademicrankatcollegesanduniversitiesinrecentyearsalsoplaysaveryimportantroleinit.Asforotherfactors(exceptthefactorslistedinthetable)thatinfluenceteacherprofessionaldevelopment,wefindthat"teacherfactors"isthemostmentionedonebyteachersparticipatingintheinvestigation.Andweknowthat"teacherfactors"involvessomethingsuchasthedesiretobeateacher,thirstforknowledge,personality,andautonomouslearningandsoon.66 M.A.ThesisChapter4FindingsandImplicationsChapter4FindingsandImplicationsInthischapter,werecapthemajorfindingsofthepresentstudy,andthensomeimplicationsaregivenonthebasisofthefindings.4.1MajorFindingsThemajorfindingsofthepresentstudycanbesummarizedasfollows:Firstly,toCollegeEnglishteachers,theidealenvironmentandorganizationalculturethatcanpromotetheirprofessionaldevelopmentaremainlyembodiedinthefollowingfivepoints:1)Teachersshouldhavetheirownstrongdesireforprofessionaldevelopment;2)Theindispensablesupport,encouragementandguidancecomefromschoolleadership;3)Schoolsaresupposedtoproviderelaxedacademicenvironmentandatmosphereforteachers;4)School-basedacademicactivitiessuchasseminarsandlecturesshouldbeheldregularlyandmakeitinstitutionalized;5)Teachersshouldexchangetheirviewswitheachotherfrequently.Secondly,CollegeEnglishteachershavecomparativelyhighperceptionoflearningorganization.Concretelyspeaking,College67 M.A.ThesisChapter4FindingsandImplicationsEnglishteachershaverelativelystrongawarenessoftheirownprofessionaldevelopment,innovationandtheabilitytodosystemsthinking;however,characterizedbymutualpromotionandcommondevelopment,theharmoniousandunifiedrelationshipbetweentheindividualandthecollectiveisnotestablishedcompletely.Thatistosay,collectivecohesionandcooperationinteacherprofessionaldevelopmentarerequiredtobestrengthened.Thirdly,tothemajorityoftheCollegeEnglishteachers,individuallearningplaysamoreimportantrolethanteamlearninginpromotingtheirprofessionaldevelopment.Orrather,mostofthemregardindividuallearningasinternalcausewhileteamlearningexternalcause.Andasweallknow,accordingtotheinternalandexternalcauseinphilosophy,externalcausecanfunctionwellonlythroughinternalcausefunction.Meanwhile,onlyasmallnumberofteamworkactivitieslikeseminarsandlecturesareheldattheirschoolsandcommunicationamongteachersisverylittle.What'smore,mostoftheseteamworkactivitiesaregenerallytask-completion-oriented,ornotcloselyrelatedtotheirspecialties.Thisshowsfromanotherpointofviewthatteachershavebeenprimarilyinastateofindividuallearning.Lastly,asforthefactorsinfluencingtheprofessionaldevelopmentofCollegeEnglishteachers,besides"teacherfactors","trainingoutside","bonusandwelfarefund"and"promotionofprofessionaltechnicaltitles"68 M.A.ThesisChapter4FindingsandImplicationsarethemainfactorsthataffecttheirprofessionaldevelopmentuptonow,becauseofreasonssuchasteachers'undesirablewagesandoverburdenedteachingworkcomparedwithotherprofessions,andresearchachievementsbeingregardedasanimportantindicatorofteacherpromotionatcollegesanduniversitiesinrecentyearsandthelike.4.2ImplicationsOnthebasisoftheresults,someimplicationsaregiventobetterpromotetheprofessionaldevelopmentofCollegeEnglishteachersandtohelpcollegesanduniversitiesbuildlearningorganizationsmorescientifically.4.2.1ImplicationsforTeachersFirstly,itasksforthenecessityofteachers'awarenessofpersonalmastery,systemsthinkingandcontinuousimprovementoftheirmentalmodels,whichcanhelpthemlearncontinuouslyandmoreefficiently.Itisthiskindofquality(teachers'innerstronginterestinpersonalgrowth)thatmakestheirprofessionaldevelopmentreachtoahigherlevel.Secondly,itcallsforthenecessityofmorecooperationandcommunicationamongteachers.Fromtheresultsshowedinsection3.2and3.3,wearefullawarethatteachersaremainlyinastateofindividuallearning,andthatthereareonlyafewteamworkactivitiesheldattheir69 M.A.ThesisChapter4FindingsandImplicationsschools.Therefore,morecommunicationandcooperationinteacherprofessionaldevelopmentaresupposedtobeintensified.Lastly,itasksforthenecessityofestablishmentofharmoniousandunifiedrelationshipbetweentheindividualandthecollective.4.2.2ImplicationsforSchoolsFirstofall,itcallsfortheenoughattentionpaidbytheschoolleadership.Fromtheresultsabove,weknowthatCollegeEnglishteachershaverealizedthesignificanceofpersonalgrowthplayedinprofessionaldevelopmentandtheirownweaknessinthisaspect,andthattheyevenshowtheirwillingnesstoimprovethemselves.Anditisgenerallyacceptedthatinterestisthebestteacher.So,iftheschoolcanprovideteacherswithplentifulresourcesandbetterconditions,alongwithteachers'owninterestandeffortstheymade,theywillgoalongwayintheirprofessionaldevelopment.Secondly,itasksforthecreationofculturalatmospherecharacterizedbylearningorganization.Forexample,theschoolisrequiredtoholdacademicactivitiesasmoreaspossible,providingaplatformformutuallearningandcommunicationamongteachers.Finally,itcallsforthenecessityofsomekindsofincentives.Forinstance,theschoolissupposedtoprovideteacherswithacertainamountofbonusandwelfarefund,andwithmoreopportunitiestotrainoutside70 M.A.ThesisChapter4FindingsandImplicationsandgetpromotedinprofessionaltechnicaltitles,whichcanarouseteachers'interesttoagreatextentascanbeseeninsection3.4.Onlybydoingallthese,canteachers'potentialbebroughtintofullplayandthengetfasterandbetterprofessionaldevelopment,andcollegesanduniversitiesbuildlearningorganizationsmorescientifically.71 M.A.ThesisConclusionConclusionIntheformofquestionnaireandinterview,thepresentstudyattemptstoexploretheidealenvironmentandorganizationalculturepromotingCollegeEnglishteacherprofessionaldevelopment,thegeneraltrendoftheprofessionaldevelopmentofCollegeEnglishteachers,thefeaturesofCollegeEnglishteacherprofessionaldevelopmentonthe5disciplinesoflearningorganization,andthefactorsthatinfluencetheirprofessionaldevelopment.65CollegeEnglishteachers,comingfrom5collegesanduniversitiesinHunanprovince,tookpartinthequestionnaireinvestigation.And7teacherswerechosencarefullytoreceiveaninterviewaccordingtothegender,yearsofEnglishteaching,academicrankandposition.Themainfindingsareconcludedasfollows:Firstofall,theidealenvironmentandorganizationalculturethatcanpromotetheprofessionaldevelopmentofCollegeEnglishteacherscanbesummarizedasbelow:teachers'innerstrongdesirefortheirownprofessionaldevelopment;theindispensablesupport,encouragementandguidancefromschoolleadership;relaxedacademicenvironmentandatmosphere;regularschool-basedacademicactivitiessuchasseminarsandlectures;andfrequentcommunicationamongteachers.Secondly,CollegeEnglishteachers'perceptionoflearning72 M.A.ThesisConclusionorganizationreachesarelativelyhighlevel.Toputitanotherway,CollegeEnglishteachershavecomparativelystrongconsciousnessaboutprofessionaldevelopment,innovationandtheabilitytodosystemsthinking;comparedwiththis,theharmoniousandunanimousrelationshipbetweenindividualgoal/visionandteamgoal/visionisnotabsolutelyestablished.Inotherwords，collectivecohesionandconsciousnessofteamlearninganditsabilityshouldbestrengthenedtosomeextent.Thirdly,tomostCollegeEnglishteachers,comparedwithteamlearning,individuallearningplaysamoresignificantroleinpromotingtheirprofessionaldevelopment.Tobeexact,mostofthemregardindividuallearningasinternalcausewhileteamlearningexternalcause.Anditisgenerallybelievedthatexternalcausebecomeoperativethroughinternalcauseaccordingtointernalandexternalcauseinphilosophy.Andcommunicationamongteachersisverylittle.Inaddition,thereareonlyafewteamworkactivitiessuchasseminarsandlecturesheldattheirschools.Furthermore,themajorityoftheseteamworkactivitiesaregenerallytofulfillacertaintask,ornotcloselyrelatedtotheirspecialties.This,ontheotherhand,demonstratesthatteachershavebeenmainlyinastateofindividuallearning.Lastly,becauseteachers'wageisundesirableandtheirteachingworkisoverburdenedincomparisonwithotherprofessions,andresearchachievementisregardedasanimportantindictorofteacherpromotionat73 M.A.上nesis<^onciusioncollegesanduniversities,"trainingoutside","bonusandwelfarefund"and"promotionofprofessionaltechnicaltitles"arethemainfactorswhichaffectCollegeEnglishteacherprofessionaldevelopmentatpresent.Inadditiontothat,basedonthemajorfindingspresentedabove,someimplicationsareputforwardfortheprofessionaldevelopmentofCollegeEnglishteachers,andforthescientificconstructionofcollegesanduniversitiesaslearningorganizations.What'smore,likeotherstudies,therearetwomainlimitationsexistedinthepresentstudywhichmustbenoted,duetolimitedknowledgeofthepresentauthorandotherconditions.Inthefirstplace,thesubjectshavingparticipatedinthisstudyarerelativelysmall.Only65CollegeEnglishteacherstakepartinthepresentstudy.Inthesecondplace,thesampleinthisstudyisnotveryrepresentativeenough,becausetheCollegeEnglishteachershavingtakenpartinthisstudycomefromonly5collegesanduniversitiesinHunanprovince.Furtherresearchcanbeconductedbymeansofenlargingthenumberofthesubjectssoastofurtherimprovethereliabilityoftheresults,thusmakingitmoregeneralizableandconvincing.Moreover,inordertomakethefindingsmoremeaningful,thesubjectsaresupposedtocomefromcollegesanduniversitiesasmanyaspossibleandindifferentprovinces.74 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M.A.ThesisAppendicesAppendicesAppendix1Questionnaire基于学习型组织理论的教师专业发展调查问卷尊敬的老师：您好！首先非常感谢您参加本次问卷调查。本次调查的目的是为了了解大学英语教师对学习型组织的看法和要求，以期更好地促进大学英语教师的专业发展和帮助学校更科学地建构学习型组织。再次感谢您的参与和合作。问卷填写说明：1-对您填答的个人信息，我们将严格保密，所有回答只用于统计分析。2.答案无对错之分，请如实、完整的填写。谢谢！第一部分：基本情况性别：(1)男(2)女年龄：（1)25-35岁⑵36-45岁⑶46岁以上（包括46岁）教龄：（1)1-3年⑵4-10年⑶11-18年⑷19年以上（包括19年）职称：⑴助教⑵讲师⑶副教授⑷教授学历：⑴本科⑵研究生⑶博士生职务：（1)普通教师（2)教研室主任（3)大学外语部主任（4)院长/副院长第二部分：问卷1.我；在教学中不断实践着我对英语教学的认识。A.非常同意B.同意C.既不同意也不反对?D.不同意E.非常不同意2.我努力弥补S己在教学技能、英语学科知识等方面的不足。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意3.我经常写教学日志，对&己的教学进行反思。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意82 M.A.ThesisAppendices4.我积极参加有助于提高自己教学水平的活动。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意5.对目前个人的专业成长，我十分满意。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意6.我上每堂课都有明确的教学目标。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意7.我的课堂教学是以实现我的教学目标为出发点的。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意8.课堂上我能做到根据学生的实际情况调整教学。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意9.我经常利用课堂中出现的突发事件来思索自己教育理念和教学实践的适当性。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意10.教学中出现问题时我知道从哪里去找解决办法。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意11.我从不拒绝在自己的教学中大胆尝试英语教学新理念和新方法。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意12.我们教师参与制定学校的发展目标、政策和规章制度。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意13.对怎样才能实现学校的发展目标，我们教师的看法清晰一致。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意14.我的个人教学目标与学校教学目标保持一致。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意15.我所在的集体人际关系融洽，大家齐心协力，为争当先进集体共同努力。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意16.我们教师共同探讨编写英语教学材料。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意17.我们教师共同探讨解决问题的办法。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意18.我经常与同事共同讨论教学。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意83 M.A.ThesisAppendices19.我经常与同事相互观摩课堂。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意20.我可以随时向其他教师请教，而不会受性别、年龄或职务的影响。A?非常同意同意C.既不同意也不反对D.不同意E.非常不同意21.在制定教学计划时，我总能考虑到不同学生在能力和需求上的差异。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意22.我对目前所使用的英语教材有比较通透的掌握。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意23.处理课文时我注意挖掘教材的人文要素。A?非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意24.在英语教学中，我重视学生良好学习习惯和英语学习策略等的培养。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意25.我注意通过英语教学来促进学生的全面成长。A.非常同意B.同意C.既不同意也不反对D.不同意E.非常不同意26.下列哪些因素影响您个人的专业发展？如果还有其它因素，请写在下面的空白处。A.奖金福利B.专业技术职称晋升C.外出培训D.评优E.学历进修F.行政职务晋级G.参与课题H.教育科研论文发表I-其它（请注明)再次感谢您的支持与合作！84 M.A.ThesisAppendicesAppendix2Interview教师专业发展访谈问题一、您觉得促进教师专业发展的理想环境和组织文化氛围是什么？二、您对目前的工作环境满意吗？需要完善的地方是什么？三、对学校科研课题小组、学术沙龙和学术讲座等团队活动，您经常参与其中吗？您觉得这些对您专业发展有何作用？对这些学术活动的开展，您有什么建议？85 AcknowledgementsThroughthealmostthree-yearpost-graduatestudy,Ihavelearnedalotaboutforeignlinguisticsandappliedlinguistics,whichlaidthefoundationofthisthesis.Ihopetoexpressmygratitudetoallthoseteacherswhohaveimpartedmeknowledgeunselfishly.Firstofall,Iwouldliketoconveymytremendousthankstomysupervisor,associateProf.LiLijun,whoisreadytohelpwheneverguidanceissought.Herinvaluablesuggestionsandinsightfulcommentshavecontributedgreatlytothecompletionofthisthesis.Shehasalwaysbeenanunfailingsourceofsupportandencouragement,especiallywhenIencounterdifficultiesandfrustrations.Inthemeantime,manythanksgotoalltheteacherswhowerecooperativeandpatientintakingthesurvey.Also,Iwouldliketothankallmyfriendsandclassmates,especiallymyroommates,fortheirunselfishhelpandencouragement.Lastbutnotleast,Iwouldalsoliketothankmyfamily.Itisthemthatgivemealotofencouragementandsupportandensuremetobedevotedtomypaperwritingwholeheartedly.Thankstoeveryoneofyouforyoursupportthroughoutthealmostthreeyears. 攻读学位期间主要研究成果1.参与导师课题一学习型组织理论视角下的英语教师专业发展研究2.李丽君，伍双梅，2011，学习型组织理论视角下大学英语教师专业发展研究，湖南省大学外语专业委员会年会优秀论文一等奖。3.伍双梅，李丽君，2012，学习型组织理论视角下大学英语教师专业发展研究一基于湖南省的调查，《中国科技博览》第2期，85页。
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