Zeng Jing
Hubei University of Education, Wuhan, Hubei, 430205, China.
Teacher Education Research Center of Hubei, Wuhan, Hubei, 430205, China.
Heliyon. 2023 Apr 27;9(5):e15806. doi: 10.1016/j.heliyon.2023.e15806. eCollection 2023 May.
Due to the value of teacher professional development in increasing student learning achievement, an increasing number of articles in general education have assessed the impact of this professional trait on student achievement. Nevertheless, in language education, a few investigations have examined the role of professional development in student learning achievement. Moreover, no inquiry has theoretically reviewed the implications of teacher professional development for EFL learners' achievement. This theoretical review intends to address the gap by concentrating on the potential effects of teacher professional development on EFL students' learning achievement. The empirical and theoretical evidence were thus inspected with a view to explaining the role of teacher professional development in English learners' academic outcomes. Consequently, the prominent role of teacher professional development in improving EFL students' learning achievement was proved using the relevant evidence. The present review's outcomes may be useful and illuminating for teachers, teacher educators, and educational managers.
由于教师专业发展在提高学生学习成绩方面具有重要价值，普通教育领域中越来越多的文章开始评估这一专业特质对学生成绩的影响。然而，在语言教育领域，仅有少数研究探讨了专业发展在学生学习成绩方面所起的作用。此外，尚无研究从理论上审视教师专业发展对英语外语学习者成绩的影响。本理论综述旨在通过聚焦教师专业发展对英语外语学生学习成绩的潜在影响来填补这一空白。因此，对实证和理论证据进行了审视，以解释教师专业发展在英语学习者学业成果中的作用。结果，利用相关证据证明了教师专业发展在提高英语外语学生学习成绩方面的显著作用。本综述的结果可能对教师、教师教育工作者和教育管理人员有所助益且具有启发性。
