Research On Teacher Belief In Pre-service English Teacher Education

This thesis probes into the general situation of current pre-service EFL teachers’ beliefs, and surveys the belief differences in evaluation, curriculum, student learning and student management of pre-service teachers in order to give some suggestions. Then more importantly this research explores the factors that cause the diversity of teacher beliefs, and proposes some important implications in EFL teacher education and development.In order to research on English teacher beliefs in pre-service teacher education, and analyze the influencing factors that make teachers beliefs change, this study investigated41senior students from one normal university majoring in English education. The inventory of teacher beliefs have been collected and analyzed according to Teacher Beliefs inventory in order to describe the situation of their teacher beliefs and explore in which aspect their beliefs make a difference. And then the two participants respectivezly with the highest and lowest beliefs scores took the interview part of this research in order to probe deeply into the influential factors.Results from questionnaire indicate that pre-service EFL teachers in high school have formed a good and positive beliefs based on their preexisting beliefs and school education. Among the four aspects of teacher beliefs, beliefs of student learning made up the lowest one, for lack of pedagogical knowledge and teaching practice. The qualitative materials prove that environment, personal experience and self-reflection can all impact on the differences of pre-service teachers’beliefs and among them self-reflection contributes the most.From the theoretical perspectives, this study provides a new perspective of researching teacher beliefs of pre-service teachers, so it is beneficial to the broadness and richness of research field and study insight, and to better understanding the structures of pre-service teachers’beliefs. In practical level, exploring the beliefs about pre-service teachers can better stimulate future pre-service to reflect teacher beliefs on purpose and let them know more about their own career development and feel more conifdent and competent.