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Nowadays, it is urgently imperative to call for more teachers' active commitment to their self-directed professional development. Based on inductive-inferential approach and narrative-analytic approach, this paper is designed to observe and analyze a one-year programmer for self-directed professional development of the author, a teacher of English for Chinese learners, with herself as source and critically reflective learning, reflective teaching and action research as the major procedures. The result establishes the validity, reliability and feasibility of this programmer for the individual teacher concerned and some certain implication for teacher education and training. Index Terms - self-directed professional development, critically reflective learning, reflective teaching, action research

A Research on Self-Directed Professional Development of a Teacher of TESOL in Chinese Context