The Professional Development of English Teachers in Training Institutions from the Perspective of “Double Reduction Policy”—A Case Study on S Institution

Abstract

Recently, “double reduction policy” has been issued throughout China, which encourages English teachers in training institutions to accommodate their professional development. More researches are demanded to be done so as to cope with the challenge. This research mainly focuses on the professional development of English teachers in training institutions from the perspective of the “double reduction policy” taking S institution in Chengdu City as an example and 30 teachers in S institution as research participants in order to bolster the professional development of English teachers in training institutions. And this investigation can be fulfilled through qualitative and quantitative research methods including the literature analysis, questionnaire investigation and some related interviews so as to solve the following research questions: 1) What is the status quo on the professional development of English teachers in training institutions in the context of double reduction policy? 2) What factors may affect the professional development of English teachers in training institutions in the context of double reduction policy? 3) What valid and feasible strategies can be induced to enhance the professional development of English teachers in training institutions from the perspective of double reduction policy? Based on the results of research questions, this research project will give an advisable direction for those English teachers in training institutions to adjust themselves to the double reduction policy.