The Formation Of The Educational Belief

Teacher’s educational belief decides his depth of cognitive, height of emotion and the strength of will, demonstrating his spiritual pursuits and goals of education. Teacher’s educational belief not only directly dominates and controls of the teaching behavior, but also is the conscientious requirements of the professional growth of teachers, and the concentrated expression that their view of the world, life and values. In a new era of exploring the road of teachers’ professional development and advocacing curriculum reform all over the world, teacher’s educational belief in the success of both have a role can not be ignored, and deserves great attention. Under the influence of complex social situations and diverse cultural values,teachers’ the orientation and judgments of value. the role and the beliefs are suffering unprecedented impact, especially the educational belief in this group of preschool teachers more urgently reshaped.At present, the research on teachers ’educational beliefs more focused on the basic and higher education, and less concerned about the status quo and formation of the kindergarten teachers’ educational beliefs; about the research methods, more quantitative research methods, less qualitative research. This study is based on the consideration of the both issues, selecting a backbone teacher who has made many achievements in the field of pre-primary education; and apply the method of narrative study, looking forward to delve into the educational belief of the preschool teacher in the real scenario of education and teaching stories.The researcher collected a lot of teaching story, on-site observation, interviews about the cooperative teachers, and tried to restore the true scene in order to excavate personal belief system hiding under their teaching behavior, that is on early childhood, on teaching kindergarten education, on arts course, on teacher’ self-belief, on the environment creation and management of classroom. Then, through her growth process and the key events and personalities promoting her professional development, it further explain and analysis the influencing factors of her educational belief, internal factors which including independent learning, the ability in reflection,, personality characteristics; external factors that including kindergarten and family factors. Last, this thesis gives respectively some suggestions from three recommendations that the training institutions, kindergarten and preschool teachers:cause the training institutions importance to strengthen pre-developing of the educational beliefs; uphold the principal of advanced concepts to actively create a favorable atmosphere; teachers take the initiative to seek development and improve the capacity of self-reflection.