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    3.1 Research questions......... 26
    3.2 Subjects .........26-27
    3.3 Instrument......... 27-29
    3.4 Data collection procedures......... 29-30
4. Results and Discussion .........30-56
    4.1 Teachers' beliefs in professional development .........30-50
    4.2 Comparison between pre-service and in-service.........50-56
        4.2.1 Differences ofbeliefs between pre-service ......... 50-52
        4.2.2 Similarities of beliefs between pre-service.........52-56
5. Conclusion .........56-59
    5.1 Summary of major finding......... 56-57
    5.2 Limitation......... 57
5.3 Implications.........57-59

Conclusion

Despite the above addressed limitations, there are some implications emerging fromthe present study.
Firstly, pre-service and in-service teachers are both willing to pursue professionaldevelopment. With this notion in mind, teachers take initiatives in the process of learning.Their positive beliefs can be accounted as the fundamental reason for teachers'enthusiasm in learning and teacher educators should make full use it. Aside fromteachers' own passion and love for professional development, successful professionaldevelopment demands a culture of support that involves teachers' families, friends, andschool authorities, the university, teacher educators and the public.
Secondly, teacher professional development programme must be systematicallyplanned and carefUUy designed to ensure its effectiveness in teachers' professionaldevelopment. Teachers must be encouraged to be active participants of the programme toreflect on their thoughts and needs. And the courses should be in alignment with teachers'needs, not theory-oriented anymore, but to highlight its focus on experimental practice.What's more, the programme must contain traditional teaching materials as well asmodem technologies to keep up to date. If innovations are made, teachers should be thebeneficiaries for their professional development.
Last but not least, a variety of teacher professional development models should beregularly available to teachers. The M.Ed, programme shouldn't be the only form forteachers to achieve professional development. Not all aspects of teacher professionaldevelopment have to be in the shape of education with record of formal schooling. Othermodels and activities, which teachers are fond of, will operate as well. Teachers deservemore various opportunities for their professional development.

Bibliography
1Abdeslam, B. Teachers' Beliefs and Attitudes www.51lunwen.org/sampleenglishpaper/ towards Teaching Reading Comprehensionto EFL Students [Z]. 25 June. 2010. 22 July. 2011.
2Barker, B. Do Leaders Matter? [J]. Educational Review. 2001. 53, 1. pp. 65-76.
Besime, E. Non-native Novice EFL Teachers' Beliefs about Teaching and Learning [D].University of Nottingham, 2010.
3Borg， S. Teacher cognition in language teaching: a review of research on what languageteachers think, know, believe, and do [J]. Language Teaching. 2003. 36, 2. pp.81-109.
4Borko, H. Professional development and teacher learning: mapping the terrain [J].Educational Researcher. 20本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。