Case Study On A Yi Area Junior English Teacher Beliefs

With the development of the research on the cognitive domain, more and more researchers are not just focusing on what teachers do, but also why they do so. Nowadays, the main research on teacher beliefs is focusing on some macro areas, such as teacher beliefs’ definitions, structures, functions and the relationship between teacher beliefs and practices. Although the case studies from the microscopic view are growing in recent years, the English teachers’ teacher beliefs in the minority areas are numbered. There are few case study papers on Yi area’s English teacher beliefs in CNKI. This study focuses on junior English teacher beliefs in Yi areas.Teacher beliefs are closely connected with teaching beliefs, teaching behaviors and teaching methods. Teacher beliefs play a decisive role. On the contrary, teacher’s teaching beliefs, teaching behaviors and teaching methods will reflect and affect teacher beliefs. Triangulation can be used for improving the reliability, so combining quantitative study with qualitative study is the main research method in this study. The author collects useful data and information from questionnaires, interviews and observations to sum up the general English teacher beliefs and the specific English teacher beliefs in E Bian Middle School, which can help us to deduce junior English teacher’s teacher beliefs in Yi area. On the other hand, the relationship between teacher beliefs and practices will be found through comparing them.Through interviews, the author finds some teachers’ real feelings and their ideas about education in ethnic minority area. According to their viewpoints, the author makes some suggestions to education department, schools, English teaching and students’ families.