An Investigation On Teacher's Beliefs Of Full-time English M.Ed

The study of teachers' beliefs began in the 1970 s in the west.In recent years,a lot of research on teachers' beliefs,teachers' concepts and educational beliefs have sprung up in China.Teachers' beliefs have greater influence than teachers' knowledge on the way they plan their lessons,on the decisions they make and on their general classroom practice.Besides,the New English Curriculum Standard has clearly put forward more requirements for teachers:(1)Teachers need to pay attention to the quality of education to ensure the realization of curriculum objectives.(2)Teachers should cultivate students' comprehensive language ability,and formulate the corresponding curriculum contents and objectives.(3)Teachers should stress importance on curriculum implementation,and be in accordance with the requirements of qualified teachers.Therefore,it is important for English M.Ed to strengthen and amend their teachers' beliefs.On the basis of the current existing studies at home and abroad,the author conducted a survey of teachers' beliefs on English M.Ed in grade 2014,2015,and 2016 in Inner Mongolia Normal University respectively.There are mainly two purposes of this thesis.The first one is that the author hopes the universities can cultivate and promote English M.Ed's teachers' beliefs,while developing their teaching ability.The second one is that the author expects that more and more English M.Ed can adapt to the new trend of New English Curriculum Standard through the realization of theirown teachers' beliefs,and the reflection of their educational practices.The thesis starts by reviewing the existing studies of teachers' beliefs at home and abroad.Then the author clarifies the concept of teachers' beliefs in this thesis and divides teachers' beliefs into five parts,which are student management belief,student learning belief,teaching belief,curriculum belief and English teaching method belief.The theoretical foundations of this thesis are social constructivism and teacher cognition.The author makes a survey among the 2014,2015 and 2016 English M.Ed in Inner Mongolia Normal University by using questionnaires.The author uses both quantitative research and qualitative research,in which the quantitative study is based on questionnaire and the qualitative study is based on semi-structured interview.By using SPSS 20.0,the author analyzes the collected data and the interview materials.Finally,the author finds out the current situation of English M.Ed's teachers' beliefs and the influencing factors.In the end,the thesis clearly illustrates that the overall teachers' beliefs held by English M.Ed tend to be positive and open.Although their beliefs haven't reached maturity,they are in line with the ideas and beliefs related to teachers' beliefs which are advocated in China.Through the overall analysis of the results of the questionnaire,it can be found that the teachers' beliefs toward student management and teaching method tend to be at the same level and appear to be relatively open.However,the teachers' beliefs relating to student learning are relatively traditional.Although the teachers' beliefsrelating to teaching are open,the differences between individuals are bigger.Moreover,the beliefs toward curriculum are also more inclined to be positive and open.Through SPSS20.0 correlation test,there are strong correlation between overall teachers' belief and student management belief,between overall teachers' belief and student learning belief,between overall teachers' belief and teaching method belief and there are significant correlation between overall teachers' beliefs and teaching belief,between overall teachers' belief and curriculum belief.In conclusion,if the beliefs in each aspect tends to be active and open,teachers' beliefs also tend to be active and open on the whole.Through the analysis of the interview,the teachers' beliefs of English M.Ed are influenced by many factors,including personal experience,internship experience,teaching experience,teaching context,examination-oriented education system and self-reflection,which can be divided into two categories: the first category includes influences from external factors,such as family,school,society and teachers;the other category includes the influences from internal factors,such as individual experience and emotions.