Research On Teacher’s Beliefs Of FreeNormal Students Majored In Biology

Teachers’ belief is one’s opinion of education work, teachers’ character, curriculum project, students and associated factors including teaching and daily life in teaching process. Teachers’ belief has profound influence on the development of education practice and profession and is also the key factor of the education reform. In order to raise teachers’ professional competence, and encourage talented teenage commit themselves to education work. In May 2007, State Department State Council (China) decided that universities directly under the ministry of education implement a system of free normal education. So far, free normal education has been conducted for 8 years. Teachers’ belief of free normal students (Biology major) is worth our concern.With extensively checking Chinese and foreign documents, we found there are five dimensions which are the bedrock of teachers’ belief, belief of biology of high school students, belief of biology teaching, belief of students’ study and belief of students’ management. Every dimension has two opposite attitude which are tradition attitude and open attitude. According the Likert Scale, we design the scale of teachers’ belief of biology students for free normal education. According the results and methods of Chinese and foreigners’study, we adopt questionnaire survey and academic interview to study as main study methods, and students from 2008Grade to 2011 Grade in East Normal University as the main research objects. We attempt to learn the reality of teachers’ belief of biology students in East China University and the main factors which has the impact on the formation and evolution of teachers’ belief of students under free normal education and approach with suggestions.As the investigation show, most students under free normal education in East Normal University has open mind of teachers’ belief. Teachers’ belief of in-service teachers are more traditional in comparison with per-service teacher. There are significant differences between girls and boys, student leaders and their classmates, and students who commit themselves in scientific research and students who do not. Overall teachers’ belief of girls is more open in comparison with boys. There are no significant differences between different regions, different religions, and family background. The results show that teaching practice play a key role in the formation and evolution of teachers’ belief and discipline position and payload are the two important factor that influence evolution of teachers’ belief of in-service teachers.According to the results, we suggested that first we should highlight the importance of teachers’ belief. Secondly we should strengthen the training of teaching practice and improving the scientific research systems for students. Finally we should pay attention to teacher community and improve in-service teacher training system step by step.