A Study On The Nature And Application Of Teachers,Explicit And Implicit Role Beliefs

Teacher’s role belief is an important part of teacher beliefs, as well as the basis of various actions for teacher to take. Teacher, who obtains the so-called teacher’s role belief, actually, should have a certain corresponds to his or her role belief for a series of behavior of the teachers in the teaching. In details, before we introduce and specific identification of teacher role beliefs, almost everywhere, random notes about its statement mixed with the parts of educational research. This phenomenon reflects the people’s attention to it, however, behind its back, we didn’t have reach a consensus for its end-result, and then pointless and mess. Using the measurement developed, a series of studies were conducted to study the explicit and implicit teacher’s role beliefs, and become a new hotspot in the research of teacher beliefs.Direct relationship existed between teacher of role beliefs and teaching actions. There has been a large number of evidence suggests the complex interaction between teachers’ beliefs and teaching actions, how exactly are the nature of teachers’ explicit and implicit role beliefs, and their relationship with teaching actions in the teaching situation are not clear. In order to find out these problems, we explore the nature and application of teachers’ explicit and implicit role beliefs with four studies.In study 1, we construct the scale of teachers’ role beliefs which will be used as the measure tool of teachers’ explicit features. In study 2, IAT was used to study the nature of teachers’ implicit role belief. On the basis of study 1 and study 2, study 3 empirically examined the relationship between multidimensional explicit role belief and implicit role belief. In study 4, the subjects accepted both teachers’explicit and implicit role beliefs and teaching actions in order to reveal the relationship between them.The results revealed that:(1) teachers’role beliefs consists of belief of importer, belief of models, belief of mentor, belief of motivator and belief of organizer; (2) every dimension of teachers’ role belief had implicit effect. The nature of implicit role belief was that people were prone to associate themselves with more positive attribute words than others; (3) the correlation between explicit and implicit role beliefs was weak, which indicated that they were two relatively independent structures. The results also showed that the development pattern of implicit role belief was different from that of explicit role belief, and it provided another evidence for the independence of implicit role belief from explicit role belief; (4) explicit role belief had direct effect on teaching actions, and implicit role belief had no direct effect on teaching actions, but the discrepancy between explicit role belief and implicit role belief significantly correlated to it. The secondary school teacher with higher implicit role belief and lower explicit role belief had more positive teaching actions.