Theoretical Exploration of Secondary School English Teacher Professional Development from the Perspective of Ecosystem Theory

Min Lan

doi:10.63313/IJED.9076

Authors

Min Lan China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/IJED.9076

Keywords:

Ecosystem Theory, Secondary School Teachers, Teacher Professional Development, Foreign Language teacher, English education

Abstract

By using Bronfenbrenner’s ecological framework, this research analyzes the multilevel factors shaping secondary English teachers’ professional development and identifies potential avenues for enhancement. It is found that teachers’ professional growth is influenced by the multilevel interactions of the Microsystem (individual reflection and practice), the Mesosystems (collaborative network), the Exosystems (institutional support), the Macrosystems (policy orientation) and the Chronosystem (dynamic adaptation). This paper suggested that teachers should strengthen teaching reflection, interdisciplinary cooperation, and cultural awareness, whereas educational administrations ought to optimize incentive systems and resource provision to construct a sustainable developmental ecology. This research contributes a comprehensive theoretical model and practical recommendations for the professionalization of foreign language teachers in contemporary contexts.

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