The Development Of Teachers’ Beliefs During Educational Practicum-A Narrative Inquiry Of A Student Teacher

Teachers’ beliefs, the core of teachers’ professional qualities, is an important factor determining their teaching and pedagogical practices. At the same time, teachers’ beliefs is individualized and changes according to various factors. The significance of teachers’ beliefs lies in first of all,helping teachers to understand the nature of a class and teaching in class; then knowing the teaching goals and adopting proper teaching methods; last but not least, understanding their role as a teacher. In 1980s, as experts knew more about the complexity of a teacher’s job, they shifted their research focus from teachers’behaviors to their cognition. And the concept "teachers’beliefs" became a popular topic of research. In China, however, most of the researches on it were conducted with theoretical exposition and few empirical researches were limited in single interview. Moreover, the subjects of study were mainly in-service teachers. There lacks study on pre-service teachers, or student teachers.Based on the former researches on the structure of teachers’ beliefs, this study adopted the relatively complete five-categories classification which is beliefs toward English as a language, English teaching, English learning, the learners and teacher’s roles and teaching English as a profession to study the participant Jenny’s teachers’ beliefs. This study focused on her beliefs toward English learning, English teaching and the learners and teacher’s roles. Interview, field observation, e-mails and practicum journal were combined together to conduct the narrative inquiry. There are three puzzles to be solved after the study and they are:(1) What are the characteristics and sources of student teacher Jenny’s early beliefs?(2) Does Jenny’s beliefs change during educational practicum? What are the changes?(3) What are the causes of the changes?This study found that the Jenny’s beliefs mainly came from her own experience as a language learner, and experience as a part-time English teacher. Her beliefs in this period is unsystematic and egocentric. Jenny’s beliefs has changed and developed during the educational practicum. Most development happened in the scope of a teacher, not only an English teacher. The student teacher first paid attention to the role as a teacher and then the English teaching. Teachers’ beliefs in this period is detailed and practicable. Jenny’s beliefs is greatly influenced by her tutor and other in-service teachers in the practice school, and will also be influenced by the gap between the fact and ideal. Student teacher’s beliefs is of great vulnerabilities and fluctuation.According this study, four suggestions were given for educational practicum. First, student teachers in different practice schools should enhance communication. Second, the university should extend the time of practicum. Third, in-service teachers’ professional ethics should be examined before the practicum. And last, it will be better if the student teachers have more chances to practice in schools of different learning stages.