大学英语教师的专业发展已成为国内高校，尤其是地方本科院校的焦点问题，如何促进英语教师的专业发展以提高教育教学质量，更好满足社会和学生的需求迫在眉睫。
本研究随机选取一所国内地方公立高校的英语教师为研究对象，旨在探究大学英语教学改革对大学英语教师专业发展的影响。研究采用定量和定性分析向结合，数据通过问卷调查、访谈和课堂观察等途径获取。
研究旨在回答以下主要问题：英语教师对大学英语教学改革的认识和态度；教学改革是如何提升教师的教学实践和教学反思？教师的认识和态度在多大程度上影响教师的专业发展？教师的学术交流和自我学习是如何影响教师的专业发展？教师的教学实践和教学反思是如何影响教师的专业发展？

孙志永，1979年3月出生，河南南阳人。1998年考入河南大学英语专业，2002年获文学学士学位；2005年9月-2006年6月在上海外国语大学进修；2007年获硕士学位；2019年3月毕业于马来西亚世纪大学，获教育学博士学位。现为南阳师范学院外语学院副教授，主要从事教育教学改革、教师发展等方面的教学和研究。在European Journal of Educational Research, Universal Journal of Educational Research 等学术刊物上发表文章10余篇，主编学术著作1部，参与省部级项目多项。

Preface
List of Tables
List of Figures
List of Abbreviations
Chapter One Introduction
1.1 Introduction
1.2 Background of the Study
1.3 Statement of the Problem
1.4 Research Objectives
1.5 Research Questions
1.6 Significance of the Study
1.6.1 Guidelines for EFL Teachers' Teaching Improvement
1.6.2 Better Experiences for Students' Learning and Development
1.6.3 Reflective Teaching
1.6.4 Management
1.7 Definitions of Key Terms
1.7.1 Teacher Professional Development (TPD)
1.7.2 Teaching Practice
1.7.3 Reflection on Teaching
1.7.4 College English Language Teaching Reform
1.7.5 EFL Teachers
1.7.6 Teachers' Understanding and Attitude
1.7.7 Academic Communication
1.7.8 Teachers’ Self-learning
1.8 Chapter Summary
1.9 Structure of the Thesis
Chapter Two Literature Review
2.1 Introduction
2.2 College English Language Teaching Reform
2.3 English as a Foreign Language
2.3.1 The Changing Roles of EFL Teachers
2.3.2 EFL Teachers' Professional Development on Students
2.3.3 EFL Teachers' Professional Competence Profile
2.4 Reviews on Teachers' Professional Development
2.4.1 Definition of Teachers' Professional Development
2.4.2 History of Teachers' Professional Development
2.4.3 English Language Teachers' Professional Development
2.4.4 Role and Impact of Teachers' Professional Development
2.4.5 Factors Impacting Teachers' Professional Development
2.4.5.1 Teachers' Attitudes and Understanding
2.4.5.2 National Standards and Policies
2.4.5.3 School Policies on Professional Development
2.4.5.4 Financial Status and Family Burden
2.4.6 Approaches to Teachers' Professional Development
2.4.6.1 School-based Teacher Training
2.4.6.2 Action Research and Reflective Learning
2.4.6.3 Collective Learning, Communication and Cooperation
2.5 The Oretical Research Perspectives of Teachers' Professional
Development
2.6 Studies on Teachers' Professional Development
2.7 Reviews on Teaching Practice
Chapter Three Research Methodology
Chapter Four Findings of the Study
Chapter Five Conclusion and Recommendations