Teacher's Belief: A Narrative Inquiry Of A Female Teacher Of English At A Senior School

The educational reform is overwhelming, the educational theory is prosperous, and the question of "How the teacher should do" has been discussed a lot. But we will lose our standing point if we just put emphasis on "should do", while neglecting the realistic circumstance, which may be not in line with what we wish. By employing narrative inquiry approach, this research puts eyes on the situation of teachers' daily life, including their discourse, behaviors, circumstances, and make an attempt to dig out the beliefs that teachers believe in. This case study of narrative tries to cover several aspects: First, I present the female language teacher's routines through her teaching story. Second, I explore her personal beliefs of education which are hidden behind her teaching behavior; third I search the key factors through her personal education beliefs in the wider field through her life story. The purpose of this research is to develop our understanding of teacher's belief by learning the ordinary teacher's personal development, teacher thinking rooted in Chinese culture.In this research, I prefer "bottom to up" way, rather than "top to down" way: I stay in my teaching world, and approach the world of another teachers' life, listen to the voice of my heart and other teachers; I make an attempt to remain teachers' real situation, feeling, and reaction. I welcome to invite readers to give an ear to our stories and understand teacher's personal practical theories (Ju Yucui, 2004), also, expect myself to do tiny in the educational study by standing on the Chinese reality.The research methods adopted in this study are critical inquiry and narrative inquiry by which the author tries to demonstrate through narration into explanation. Then, the author can get critique, and hoping to bring some reform in teaching.The main factor that affects the formation and the change of the Li Yu's personal theories is "the practical factor", while the academic factor such as training-theory has almost little effects. Her early learning experience affects her teaching. Her professional development depends mainly on students' feedback and collaboration with colleagues, whereas service-training plays little effect.