Research On Teachers’ Beliefs Of New English Teachers In Junior High Schools

In recent years, the research focus of teacher education has gradually changed from the analysis of teachers’ behaviors to teachers’ psychological level on the teaching process, so the concept of “teachers’ beliefs” draw domestic and foreign researchers’ attention successfully. Teachers’ beliefs not only affect the quality of teaching work, but also affect teachers’ professional growth as well as students’ overall development. As new English teachers in junior high school, they engage in teaching in the critical period of physical and mental development of students, facing the challenges of role change and the particularity of discipline. Therefore, the study makes the current situation of teachers’ beliefs of new English teachers in junior high schools and their influencing factors as the cores of investigation, with the expect to promote the study of teachers’ beliefs towards the deep direction, enhance new teachers’ reflective consciousness, and provide a new way for the education and training of teachers.Based on the review of relevant literature at home and abroad, this research is supported by the theory of Teacher Cognition and Social Constructivism. Besides,researcher selected a total of 35 new English teachers as questionnaires in four junior high schools in Xinzheng, Henan Province, and 6 of them as objects for classroom observation and interview study. On the basis of codification and analysis of the collected data, this research explores the current situation of teachers’ beliefs and find out the factors which influence teachers’ beliefs of new English teachers in junior high school, so as to understand the merits and existing problems in the process of constructing teachers’ beliefs of English teachers, and dig out relationships between teachers’ beliefs and individual teachers, schools and social environment from a deeper perspective.Eventually, some strategies will be put forward to help new English teachers in junior high school set up correct teachers’ beliefs.This study firstly explains the basis of selected topic as well as research objective them, and provides the theoretical basis of this study, including teaching cognitive andsocial constructivism. By means of research design, this study explores the current situation of teachers’ beliefs and finds out the factors which influence teachers’ beliefs of new English teachers in junior high school. Finally, this study draws the conclusions and some training recommendations.Research shows that on the one hand, teachers’ beliefs of new English teachers on junior high school has the polarization phenomenon, namely some new English teachers’ beliefs in junior high school are more open and active, but some are much more negative and conservative; on the other hand, there are conflicts between ideality and reality among teacher’ beliefs of new English teachers in junior high school. Combined with the analysis of the factors which influence teachers’ beliefs, the author puts forward some proposals to develop teachers’ beliefs of new English teachers in junior high school from the point of view of individual teachers, schools and the society, with an expectation to play a certain role in the professional development of new English teachers in junior high school.