A Case Study On The Change Of Teacher's Beliefs During The Internship Of Senior High School Novice English Teachers

This study focuses on novice English teachers,and conducts a case study on the belief change of novice English teachers in different high schools during their internship by means of a case study.Interviews and internship diaries were used to collect data in the study.Before the internship,the research subjects were interviewed to understand the beliefs of the teachers before the internship,and then the research subjects were interviewed at the end of the internship to understand the changes of the beliefs of the teachers.As the research subject,the internship diary is also an important research tool to analyze the reasons for the change of teachers' beliefs.In this paper,the researcher tried to solve the following questions.First,during the internship,whether the belief of novice teachers has changed? Second,if there are some changes in novice teachers' beliefs,what will they be? Third,how will novice teachers' beliefs change? Fourth,what are the reasons that lead to the change of teachers' belief in internship?Based on the theory of teacher cognition and social constructivism,this paper discusses the influence of educational practice on the beliefs of novice high school English teachers.This paper involves three research subjects,Teacher A is a graduate student majoring in English education,Teacher B is a graduate student majoring in English literature,and Teacher C is an undergraduate student majoring in English education.The three subjects have different learning and working backgrounds.On the basis of analyzing the individuality of the three subjects,the researcher will find out theuniversality of belief change and analyze the causes of the phenomenon of belief change.Teacher journal and interviews will be used as research Instruments.Researcher has collected a large amount of information and analyzed it.Through the analysis of the obtained data,the results show that: First,after the internship,this study found that there were slight differences in the content and degree of teacher beliefs between the pre-internship and post-internship,but in general,the teacher beliefs of the three teachers are still in a relatively stable state.Secondly,during the internship,the three internship teachers' beliefs changed in four aspects: teacher occupation,English learning,English teaching and teacher-student relationship.Thirdly,the three teachers' beliefs change in different directions.Some beliefs go from being conservative to being open,and some go the other way around.Fourthly,there are many reasons that influence the belief change of internship teachers,and the researchers classify these reasons as follows: Teaching experience gained by the student teacher;communication and cooperation between internship teachers and colleagues;the guidance of the internship instructor and the feedback to the internship teacher in class.These are the factors that influence the belief change of internship teachers.Among these factors,the guidance of the internship instructor and the feedback to the internship teacher in class are the most important ones.According to the research results,in order to further promote novice English teachers to establish an open and scientific teacher belief,the author puts forward several suggestions from three perspectives: the internship school,the internship instructor and the novice teacher.The school should create a positive campus culture and accept the intern teachers with an open attitude,select experienced instructors,provide pre-service training for novice teachers,improve the training program for novice teachers,implement the double tutor system,and evaluate the result of the internship;The instructors should offer help to the novice teachers according to the different stages of the practice;Novice teachers should attach importance to educational practice,participate in practice,learn theory consciously,and often reflect on themselves in practice.The researcher hopes to establish a dynamic system that can understand the change of internship teachers' beliefs and make adjustments according to their changes in thefuture teacher education practice,and encourage teachers to reflect in various forms in practice.