The Research On The Teacher’s Beliefs Of Beginning Teachers In Senior High Schools In Zhejing Province

Teacher professional development is one of the centered-issue of education reform in the world, so it has practical meaning in finding an effective way to prompt teacher professional development. Teacher’s belief lies in the high position in professional structures, ruling other aspects. The change of teacher’s belief is a profound teacher development. By researching teacher’s belief, it can help the teachers themselves improve professional levels. Beginning teachers are the new teachers trained by new curriculum reform, they not only need updated knowledge, but also the scientific beliefs. Based on this, this research attempts to survey the conditions of beginning teachers’beliefs in ZheJiang Province, by means of analyzing the current situation of the teaching beliefs, put forward some suggestions.This research adopts both qualitative and quantitative research methods, using the questionnaire to survey 122 beginning teachers in ZheJiang province and interview nine teachers. The research finds that, the integral level of the beginning teachers’ beliefs still remains to be improved. In the demography, gender、educational qualifications、teaching ages、teaching grades、teaching subjects do not affect teachers’ beliefs. While the types of schools, the places of schools and whether the teachers graduate from normal majors influenced the beliefs of the beginning teachers. In specific, the beliefs of the beginning teachers in feature model school are more reasonable than that in ordinary school. The former has more flexible evaluate systems. Teachers in ordinary school have less chance to communicate with others and the teaching resources are limited.Teachers in the city have more reasonable beliefs than those in the countryside. This is due to the economic development and the thoughts. Teachers graduate from the normal majors have more reasonable beliefs than those from non-normal majors. This is because the former learnt speculative knowledge and professional teaching skills, they are more likely to be influenced by the teachers’culture. While non-normal graduates develop their beliefs through practicing and learning from other teachers. Based on the results, this passage puts forwards some suggestions:prompt the communication between the city and the countryside, strengthen the training of speculative knowledge for non-normal graduates, build good campus culture, improve the evaluate system and strengthen teacher’s reflections.