ISSN 2411-9598 (Print) ISSN 2411-4103 (Online) European Journal of Language and Literature Studies May-August 2018 Volume 4, Issue 3 6 Critical Factors in English Teachers’ Professional Development in China – A Case Study Kathy O’Sullivan United Business Institutes (Belgium, China, Luxembourg) Abstract This case study is set in the context of globalisation, framing its analysis of issues relating to professional development of teachers of English language in China against the global background of English language teaching reform. In Asia generally, and particularly in China, where the focus of education in recent years has shifted from access to quality of teaching and learning, an existing plethora of underqualified teaching staff, mainly because of rapid higher education expansion, constitutes a major barrier to regular participation in professional development programs. Barriers identified as impacting on the provision of good quality teaching arose, largely, from the pressures due to the demands of curriculum reform and the often-changing expectations of university leadership, which highlighted tensions between a traditional reliance on the primacy of exam results and a newer demand for holistic development and lifelong learning. Following a review of the literature on aspects of teacher professional development, and a discussion of the current policy context in China, a range of findings will be used to illustrate common stakeholder expectations, as well as teacher beliefs and practice. The analysis of the narratives uncovers issues of identity and power, in the shaping of the participants’ practice and professional trajectories. The analysis provides illustration of how limitation in professional participation can result in limitation of innovative practice. Concerns regarding barriers to further development are also highlighted. The study offers recommendations to promote innovative practice which can support more effective teaching and learning. Keywords: Professional development, higher education, China, English Introduction The impact of globalisation on higher education has been widely discussed (see, for example, Xu, 2005; Hassi & Storti, 2012; Shahidi & Seyedi, 2012; Zajda & Rust, 2016). While Altbach (2004) and Vandermensbrugghe (2002) caution of the inequality which globalisation may lead to in academia, others (Lo, 2011) note that non-Western countries may selectively adapt from the Anglo-American model what suits their needs when developing their national higher education systems. Researchers such as Ngok & Guo (2008) have reported on China’s approach of “kejiao xingguo” (i.e., revitalizing China through developing science and education) which led to the launch of the 211 project in 1995 and 985 project in 1998. Project 211 is a project by the Chinese Ministry of Education that aims to raise the research standards of universities and refine strategies for socio-economic development. Project 985 is a project to promote the development and reputation of the Chinese higher education system, through funding certain universities to build new research facilities, hold international conferences, attract world-renowned faculty, and help Chinese faculty attend conferences abroad. Until recently, professional development of teachers has not been deemed to be of primary importance in China. In common with educational leaders and policy makers elsewhere, who have tended to operate a myriad of top-down teacher professional development programs, rather than an inclusive training program involving the active participation of teachers as co-designers (Hardy, 2012), China has also relied on a one-size-fits-all approach to professional development of teachers. However, there is the dawning of a recognition that this needs to change. Central to the debate regarding professional development programs are questions about what constitutes good quality teaching, how to develop (and subsequently evaluate) the teaching workforce and how to place students at the centre (Viete & Peeler, 2007; Chen & Fang, 2013; Peng et al, 2014). This paper seeks to contribute to the burgeoning research on teacher quality and teacher development in Asia by drawing on selected findings from a case study conducted at a university in China.