A Study on the Foreign Language Teachers’ Professional Development Strategies in the Middle Schools under the Flipped Classroom Mode

Qiaoyue Shuai

doi:10.63313/ESW.9136

Authors

Qiaoyue Shuai School of Foreign Languages, China West Normal University, Nanchong, China Author

DOI:

https://doi.org/10.63313/ESW.9136

Keywords:

Flipped Classroom, Secondary School Foreign Language Teachers, Professional Development, Teaching Transformation, Teacher Competence

Abstract

The iterative updates in information technology and the continuous evolution of educational philosophies are profoundly reshaping the landscape of secondary school foreign language education. As a new model that disrupts traditional teaching processes, the flipped classroom shifts knowledge transmission to the pre-class self-directed phase and places the internalization of knowledge within the context of classroom interaction. This poses multidimensional challenges and demands on the professional competence of secondary school foreign language teachers. Building upon a clarification of the core characteristics of the flipped classroom, this paper analyzes its structural impact on secondary school foreign language teachers from dimensions such as pedagogical philosophy, role positioning, and technological proficiency. Consequently, a systematic framework for professional development strategies is proposed, aiming to provide theoretical references and practical pathways for secondary school foreign language teachers to adapt to educational reforms and achieve professional growth.

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