Perspectives on English teacher development in rural primary schools in China

Questionnaires are used to examine Chinese rural primary school English teachers' needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there a e serious problems with the current training model and that teachers have a very high expectation of being involved i the Professional Graduate Certificate in Education.