A Case Study On Status Quo And Development Of Novice College English Teachers’ Beliefs In The Teaching Assistant System

Education has developed in human society for thousands of years. Teachers, as the main executants of educational activities, their beliefs are the soul of teachers’ professional development and guide the direction of their professional development. Teacher’s belief is the research subject which is concerned by teacher professional development theory; it is also an important part of teacher education research. On the path of teachers’ growth, all of them start as a novice. But now many of the novice teachers don’t graduate from the normal university, they are lack of the training and practice of teacher psychology, education theory and teacher education. In the initial stage as teachers, they will face a lot of pressure and confusion, so the guidelines for them at this stage are particularly important. In July 2011, an implementation which approved by the State Council, the Ministry of Education and the Ministry of Finance about "the undergraduate teaching quality and teaching reform project of the university", it put forward clear requirements in order to strengthen the construction for the young novice teachers. It pointed out to actively promote the teaching work between the experienced teachers and the novice teachers and let the experienced teachers teach, help and lead the novice teachers. It also pointed out to establish and improve the Teaching Assistant System. To strengthen the cultivation and training for the young novice teachers, let the newly hired young novice teachers learn advanced teaching methods and accumulate teaching experience. Therefore, this paper makes a case study which focus on the status quo and development of novice college English teachers’belief in Teaching Assistant System. It hopes to provide some enlightenment for foreign educators, especially for the novice college English teachers. It also hopes that the growth of the novice teachers can get more attention.This study uses in-depth interviews and classroom observation research tools, uses a case study approach to survey a novice college English teacher named Li Mei (a pseudonym) who participates in the Teaching Assistant System and works at a local undergraduate university in Hubei province. This study will focus on the following three questions, to discuss the status quo and development of novice college English teachers’ belief in Teaching Assistant System:1.What is the feature of English teaching views for novice college English teacher? Is there a change during the training period? How to change? 2. What is the feature of English learning views for novice college English teacher? Is there a change during the training period? How to change? 3. What is the feature of views of teachers/learners’roles for novice college English teacher? Is there a change during the training period? How to change?The results of this study as follows:1. In the teaching assistant training period, about the feature of English teaching views for novice college English teacher, some beliefs change and some beliefs do not change. The reason for the change is that the source of the beliefs of English teaching views for novice teacher is less, and the formation of its period is short. The new teaching environment is easy to influence novice teacher’s English teaching views beliefs.2. In the teaching assistant training period, about the feature of English learning views for novice college English teacher, the beliefs do not change. Why does it not change? Because the formation of its period about the beliefs of English learning views for novice teacher is long, and it has strong stability. In the new teaching environment, no factors can affect novice teacher’s English learning views beliefs.3. In the teaching assistant training period, about the feature of views of teachers/learners’ roles for novice college English teacher, some beliefs change and some beliefs do not change. The reason for the change is that the source of the beliefs of views of teachers/learners’ roles for novice teacher is less, and the formation of its period is short. The new teaching environment is easy to influence novice teacher’s views of teachers/learners’ roles beliefs.