Investigation And Analysis Of Classroom Activity Beliefs Of English Student Teachers

Teaching is a complicated process, affected by various factors coming from teachers' beliefs,cognition, emotion, behavior, and the interaction of these factors. Among them, the key influential factor is their beliefs, because teachers' external teaching behaviors are reflection of their internal beliefs they hold. Therefore, in recent years, more and more experts and scholars begin to shift their focus of study on teacher's inner thoughts dominating their teaching behaviors from teachers' external behavior in classroom. As an important part of classroom teaching, English classroom activities are required to be designed as an important way of teaching to help students learning English effectively. As such, it is highly necessary to insight into the beliefs about classroom activity. In addition, the student teachers, as the future education working forces, are in their pre-service period of teacher education, their classroom activity beliefs surely affect their future teaching behaviors, ways of teaching and arrangement of classroom activities, etc. Therefore, it is particularly important to understand the reality and the influential factors about the student teachers' beliefs of classroom activity.This study, undertaken in a normal college, with 83 senior students as research subjects,who had already had their educational practice, and adopting questionnaire and semi-structured interview as the main research methods, focuses on a systematic investigation of the current situation of student teachers' beliefs of English classroom activity and the related influential factors. First of all, the study was intended to find out the current situation of student teachers' beliefs of English classroom activity, by using the questionnaire about the class activity beliefs of student teacher, which was designed by the research based on previous research findings including several teacher beliefs inventories, questionnaires and other experts and scholars' major arguments about the classroom activity. Through analytical data process and analysis with related software after the questionnaires sorted, screened and input, the actuality and the influence factors about the student teacher' classroom activity beliefs are clearly revealed. Then,the study, based on the interview outline, chosen several student teachers as the objects for interview, during the process of which, each interviewee's answers were recorded and transferred into text information as the basis of analysis. The final results of the survey show that English student teachers' beliefs about classroom activity are presented to be the positive tendency, open and are in line with the modern advanced education teaching beliefs. Student teachers have the relatively clear correct cognition about classroom activity and can help to realize an effective going-on of classroom activity. Meanwhile, their views about teaching methods and classroom management, teacher's personal charisma, school culture and education concept and some otherfactors are the significant factors affecting the beliefs of classroom activity.Of course, this study, due to the limitation of time and conditions, does have some deficiencies, such as the relatively small number of research objects and simple research methods. In spite of this, this research has basically achieved its objectives. It provides a lot of beneficial implications and enlightenments for English student teachers to design and conduct more effective classroom activities, improve their beliefs and develop their comprehensive qualifications, and for normal colleges to educate their future English teachers. It also serves as a valuable example for future research on teacher beliefs and student teachers.