An Investigation Of Teachers’ Beliefs Between Pre-service And In-service English Teachers

Nowadays there are many researches about teachers’beliefs. The reason why teachers’beliefs become so important is that once the beliefs are built up, they also will become stable and then affect the actual teaching activities. Researches had indicated that adequate preparation of pre-service English teachers depend on insight into the beliefs that they carry on classroom. Therefore it is important to enhance the present study and correct teachers’beliefs for pre-service and in-service English teachers.The author gave out and received 150 questionnaires paces and picked up 133 valid questionnaires as the research subjects. The author investigated 80 senior students as pre-service English who major in English in Grade Four from Guangxi Normal University and valid questionnaires are 69. Other research subject is 70 in-service English teachers and valid questionnaires are 64. The author chooses the in-service English teachers from counties and cities in Guangxi, and their education are mainly in college education degree. It aims to understand the present situation of pre-service and in-service English teachers and find out their existing differences. In addition, the purpose of the interview is to understand the pre-service and in-service English teachers’feelings and ideas about teaching beliefs. There are three research questions of this investigation:(1) What is the overall situation of pre-service and in-service English teachers? (2) What kinds of differences in beliefs do the pre-service and in-service English teachers have. (3) The causes of differences between pre-service and in-service English teachers beliefs.The main findings of this thesis include that the obvious differences between pre-service and in-service English teachers are the two level of theoretical and actual operation. The overall in-service teachers’beliefs tend to be open while the pre-service English teachers’beliefs are traditional. On the other hand in-service English teachers with teaching experience are different from the pre-service English teachers in the dimensions of teaching and teachers’ development, the in-service English teachers tend to be more stable. Base on the investigate results, in order to give better sugesstions for pre-service English teachers, considerable efforts should be made by teacher educators and educational practicum just for shorten the gap, and help pre-service English teachers get a better job. Besides the pre-service English teachers should reflect themselves on time and learn to teach by experience. Only in this way the pre-service English teachers’ beliefs can be healthy, completed and opened.