Abstract

Based on the reality of teacher professional development in ethnic minority areas in Yunnan Province, this paper used the empirical quantitative questionnaire survey, and 439 middle school English teachers from 8 minority prefectures in Yunnan Province filled out the online questionnaire. The data collected were treated with SPSS 22.0 and the following conclusions are drawn: (1) The general situation of professional development of the subjects was generally good; (2) The professional development of English teachers was significantly, positively but weakly correlated with their English proficiency and teaching ability; (3) English teachers’ professional development showed significant differences in age and weekly class hours.

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