The Inspection Of Pre-service Teachers' Epistemological Beliefs

In recent years, teachers'professional development has been a focus of the educational field, of which it is never lack of the research of teachers'beliefs and teachers' teaching knowledge.However, regarding of the comparative extensive of teaching beliefs, the research on it refers to different aspects. As for the field of teaching knowledge, what beliefs do the teachers have? That is to say, referring to teaching knowledge, what ideas do the teachers have?A lot of researches only focus on what teachers should know or what knowledge structures teachers should have. But regarding of the real state of teachers, what on earth do the teachers believe? What are teachers' beliefs about teaching knowledge? As for these questions comparatively less attention is paid to.Teachers'belief about teaching knowledge is that teacher's intuitive epistemology of teaching knowledge. According to the relative documents, we can find that the research of teaching knowledge beliefs comprises the types, the sources and the stability of it. Therefore, this thesis mainly explores teaching knowledge beliefs of pre-service teachers, of which the types and the sources of teaching knowledge are the focus. As for the stability of teaching knowledge, it will be expected to be the focus of later research.The reason of choosing pre-service teachers as objects is that it is a special group of teachers, who are in the elementary stage of teachers'professional development. What do they have about teaching knowledge? What are the sources of their teaching knowledge? According to their beliefs, we expect to find their confusion and problems existing in their knowledge structures so as to provide reasonable and constructive ideas or to provide some ideas for the improvement of teachers' education.With this aim and expectation, the author tries to explore. Influenced by work on personal epistemology, teachers'knowledge, implicit theories, and motivation, the author conducted an open-ended questionnaire according to learning the foreign study to explore pre-service teachers'beliefs about teaching knowledge.This Study choosing 100 per-service teachers, qualitatively examines their beliefs about teaching knowledge through open-ended questionnaire and qualitatively analyzes the context of data using constant comparative method. This study is a modification of grounded theory because its aim is not to justify some theories, but to explore some problems in real state and give some strategies.In regard to teaching knowledge beliefs,the author explores it according to two dimensions:the first, the ideas of teaching knowledge, finding shows that pre-service teachers hold and value several aspects of teaching knowledge:1,teachers' knowledge; 2,knowledge of students; 3,content knowledge;4,management and organizational knowledge;5,self and other types of knowledge. The second, the source of teaching knowledge, finding shows:1,formal education; 2,information carrier (some books, magazines, nets); 3,some practical experience; 4,education internship; 5,their reflection.From the theoretical perspectives, this study provides a more slight teaching perspective for the research of teachers'epistemological beliefs according to the exploring of pre-service teachers' beliefs about teaching knowledge in real state. So it is beneficial to the improvement and development of teaching theories, and broadness and richness of research field and study insight. What's more, it also lays a foundation for the exploring of structures of teachers'professional development and better understanding of pre-service teachers' knowledge structures. In practical level, exploring the beliefs about pre-service teachers'teaching knowledge can better stimulate them to reflect systems of teaching knowledge beliefs so that it can wake up teachers'subject value and filling of teachers subjective and construct basis of future teaching life.