A Study On The Beliefs Of Junior Middle School English Teachers In Yunnan Rural Areas

Teachers’ belief is important in teaching research，but researches about teachers’belief are relatively less. The theory base is the theory of Bruner’s cultural psychologyin this paper. The study chose160rural junior middle schools’ English teachers inYunnan province as the study objects. This study adopted questionnaire investigationand interview method to explore the problem of the rural junior middle schoolEnglish teachers’ beliefs in Yunnan， that includes the current situation of teachers’belief， the origin of the teachers’ belief， and the shift of the teachers’ belief.According to the investigation， the author analyzed the difference of differentteachers’ beliefs. Then， proposing some effective solution to make the teachers’belief developed reasonably.All data were processed by SPSS18.0， and the descriptive statistics weremainly used to analysis. For the different backgrounds of teachers’ beliefs，the authoremployed single factor analysis of variance and two sample T-test. After theinvestigation， there are the following conclusions：1. The total mean is4.22in teachers’ belief questionnaires， which indicates therural junior middle school English teachers’ beliefs in Yunnan was generally tend tobe more open， but some teachers’ beliefs are still at the cognitive level.2.57.6%teachers’ beliefs originates the pre-service education and the reflectionin teaching. According to this data， it can illustrate that the rural English teachers’beliefs are mainly comes from the internal cause， and also reflects the shortage ofpre-service education and post-service education.3.95%teachers’ beliefs have been changed. The reflection is the key totransform the teachers’ belief， which in teachers’ interactive learning and teachertraining. 4. The teachers’ beliefs of different backgrounds are not same. Teachers’ beliefswith different gender， age， and teaching age exists difference； but there is nosignificant difference on education.