Research On The Transformation Of Teaching Beliefs Of Pre-service Mathematics Teachers

With the constant development of teaching beliefs which including pre-service education and in-service training, teaching beliefs of pre-service teachers plays a more and more important role in the near future. Therefore, how to lead pre-service math teachers to grasp a better teaching beliefs becomes a real concern and a significant topic in current society.With qualitative methods, research in this paper is mainly on how to transit teaching beliefs of pre-service teacher through careful study and guided interventions towards teaching design, classroom instruction and after-class reflection.The study object in this paper are six math full-time masters of education(Pre-service teachers). Firstly, a survey was conducted on the current teaching beliefs of the six pre-service teachers who had just gone through one year's theory study and relevant practice. Next, their belief level has been judged through theoretical analysis of teaching design before class, video and interview and their reflections after class. At last, make a comparison and analysis about the change of their teaching beliefs.Research shows that not only the analysis of teaching design and interview after-class, but the guided interventions towards teachers' reflection can have great significance on their teaching beliefs. Nevertheless, all these should be based on sufficient teaching practice. In light of the conclusion and status-quo of Chinese pedagogical education, some suggestions towards advanced normal universities and pre-service teachers were put forward at the end of the paper.