A Survey Of Master Of English Education Student Teacher’s Beliefs

In the west, researches on teacher’s beliefs started in the1970s. And in China anumber of studies about teacher’s cognition, teacher’s beliefs, educational beliefs andteacher’s beliefs system have come to the fore in recent years. Once teacher’s beliefsformed, they will be relatively stable. They have a direct impact on teaching practice,and the influence of them are much greater than teaching methods. Therefore, it isvery important for teachers, especially for Master of English Education students, toenhance the research and correction of teacher’s beliefs. Here on the basis of theexisting researches at home and aboard, we choose two normal university (ShandongNormal University and Qufu Normal University in Shandong Province) to explore theteacher’s beliefs of the graduates who are majoring in English teaching Grade2. Oneof the purpose of this paper is trying to appeal to these universities for training andmodifying their teacher’s beliefs while developing their teaching ability. The otherone is hoping more and more graduates can realize their own teacher’s beliefs, thenmake a self-reflection on their educational practices, and finally make adjustment andchange of their future teaching behavior to conform to the trend of the times and therequirements of the New English Curriculum Standard.The paper starts by tracing the origin of theory, one is clarifying the concept ofteacher’s beliefs for the research on the basis of the definitions and classifications ofteacher’s beliefs both at home and abroad. And then we classify the English teacher’sbeliefs into five parts: student management beliefs, student learning beliefs, teachingbeliefs, curriculum beliefs and English teaching methods beliefs. In addition, it refersto the researches of ELT teacher’s beliefs at home and abroad. The other one isexpounding the theoretical foundation for the forming of teacher’s beliefs--socialconstructivism and teacher cognition. Then in order to understand the presentsituation of teacher’s beliefs of graduates major in English Education, we make ateacher’s beliefs questionnaire according to the others. And we make a survey among the2012graduates in Shandong Normal University and Qufu Normal Universityaccording to the questionnaire. We use both quantitative research and qualitativeresearch. The quantitative research is mainly on questionnaire and the qualitativeresearch is mainly on semi-structured interview, and take social constructivism andteacher cognition theory as the theoretical basis. Then we analyze the collected databy SPSS20.0and classify the interview. After the analysis, we get the status of theteacher’s beliefs of the graduates and these influencing factors.The result shows that the teacher’s beliefs of the graduates are not open enough,and they just tend to be in a positive and open stage. However, they are in line withthe educational ideas recommended by the authorities. Also here needs to mentionthat there is no difference of teacher’s beliefs among different gender and differentschool of graduates. By the SPSS correlation test, it show significant correlationbetween the overall teacher’s beliefs and the five dimensions, which are studentmanagement beliefs, student learning beliefs, teaching beliefs, curriculum beliefs andEnglish teaching methods beliefs. Through the analysis of the interview, it also findsthat their teacher’s beliefs are influenced by many aspects, for example, theireducational experiences, their teachers’ charisma, teaching methods, teaching style.And all of these play an important role on the formation of teacher’s beliefs; and theteaching practice also promote the perfect of their teacher’s beliefs. So you can see theteacher’s beliefs can be affected not only by the family and educational experience,but also by the individual himself/herself and educational internship.