Na Li

doi:10.70711/wef.v2i8.5903

EFL Teachers Enhancement in Professional Autonomy Development Based on U-S Professional Learning Community Construction

Na Li

Abstract

This study explored the effect of the construction of U-S (University-School)professional learning community (professional learning community) on the enhancement of EFL teachers professional autonomy development in Guangxi, China. The results showed that it contributed to the professional autonomy development of EFL teachers in terms of cognition, design, regulation and reflection. This study draws a
network-based U-S PLC model for enhancing EFL teachers professional autonomy development in the border areas China.

Keywords

Professional learning community; U-S; Network-based PLC model; Teacher development; Professional autonomy development

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References

[1] Dhanavel, S. P. 2022. Teacher Cognition and Professional Development of English Language Teachers[M]. Continuing Professional Development of English Language Teachers, 135147.

[2] Mu, B.L. 2017. On the connotation structure of Teachers' professional autonomy [J]. Teacher Education Research, (5): 1-7.

[3] Wen, Q. F. (2017). The theoretical framework of professional learning community for college foreign language teachers [J]. Foreign

Language Teaching Theory and Practice, (3): 1-9.

[4] Zhang, H.& Wen, Q. F. 2020.The influence of Professional Learning Community on the development of multilingual teachers [J]. Foreign Language Field, (2): 27-34.

DOI: http://dx.doi.org/10.70711/wef.v2i8.5903

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