Case Studies Of Teacher Beliefs Based On Senior High School EFL Teachers In The Earthquake-stricken Area

The past few years have witnessed an overwhelming reform of English curriculum and teaching. As the practitioners of this reform, teachers are regarded as both the facilitators and the obstructers of reform who are in urgent need of change. Many studies show that teacher beliefs strongly influence their instructional decisions, which in turn affect their classroom practice. It is inevitable that teachers must become change agents of those taken-for-granted beliefs and practices to accommodate the demands of curriculum and teaching reform. Thus, further research into beliefs of English teachers in this reform appears especially important.To address a need for further understanding of teacher beliefs in foreign language education, this study adopted a qualitative method to explore teacher beliefs based on four senior high school English teachers. It examined teacher beliefs about language learning, language teaching, English, the curriculum and the program, students and teacher themselves, the relationship between teacher beliefs and their classroom practice, and the factors contributing to and preventing teacher beliefs. Since all the research subjects are from the earthquake-stricken area, the researcher also investigated the influence of the earthquake in 2008 on their teacher beliefs. The findings can provide constructive suggestions for English teacher education programs in this area. The data collection lasted for two months. The data were collected through questionnaire, interviews, classroom observation and document analysis, and classified according to a framework of teacher beliefs that is summarized based on pioneer researchers. Then, a with-in case analysis and cross-case analysis of the four subjects were conducted.The research found that teacher beliefs of the four subjects can roughly satisfy the need of English teaching and curriculum reform. However, their beliefs are incongruent with the classroom practice in these aspects:(1) communication and meaning versus grammar and accuracy; (2) acquaintance with English cultures versus lack of access to authentic language environment; (3) teacher and learner autonomy versus observation of conventions; (4) desire for professional development versus resignation to the status quo.The research result showed that teaching experience and peer observation are the main factors that help update teacher beliefs, yet the positive factors are very limited. The most important factor that prevents teacher beliefs is the evaluation system of senior high school students or even teachers in China—the national college entrance exam. In addition, other factors such as the teacher's lack of time, the teacher and students'English level, professional burnout and social pressure are also negative. As for the influence of the earthquake, all except Miss C revealed that confronted with the dramatic changes brought about by the earthquake in terms of school environment, school leaders, teaching atmosphere, and levels of newly-enrolled students, their sense of duty and desire for professional development are triggered. As for Miss C, she believes that the teaching materials should be more closely related to students'life, and cater for their needs. Their life experience can be enriched while they are learning a language.The research findings have significant implications for teacher education programs in China:(1) the courses for teacher education should include not only general education and psychology but also pedagogical content knowledge; (2) teachers' reflective teaching ability should be included; (3) action research should be incorporated as a component of teacher education; (4) dialogue should be organized among peer teachers.