A Comparative Study Of Teachers' Beliefs Between Novice English Teachers And Expert English Teachers In Senior High School

In the recent three decades,the researches on teachers have gradually shifted from explicit teaching behaviors to implicit teachers' beliefs.Abundant evidence has proved that teachers' beliefs have impact on teachers' instructional behaviors and are considered as the driving force behind teachers' classroom practice.Therefore,it is increasingly recognized to improve teachers' classroom teaching,and it is of priority to have a better understanding of their teaching beliefs.Based on Borg's framework of teachers' beliefs,the thesis makes a comparative study between novice English teachers and expert English teachers.The research questions include: 1.What are the similarities and differences of teachers' beliefs between novice English teachers and expert English teachers? 2.What are the factors that affect the differences in teachers' beliefs between novice English teachers and expert English teachers?This three-month case study was conducted in a key senior high school in Liaoning Province.Two novice English teachers and two expert English teachers were invited to participate in the study,with the purpose to explore teachers' beliefs from five dimensions: teaching,learning,learners,language,and self as a teacher.Classroom observation,stimulated recalled interview and interview were adopted as instruments to collect the research data.Data from classroom observation were used for descriptive analysis and data from the interviews were used for qualitative analysis.The results of the study show that there are some similarities between novice English teachers and expert English teachers in their beliefs.In terms of their beliefs in teaching and learning,both novice and expert teachers consider that teaching strategies are developing students' language skills.About the beliefs in learners,teachers advocate learner-centered teaching in which priority should be given to the students' needs.For the beliefs in language,teachers believe that it is necessary to provide chances for students to practice language knowledge during classroom activities as they believe language knowledge acquisition is important.Meanwhile,both novice English teachers and expert English teachers have similar beliefs in teacher's role as the organizer in classroom activities.Teachers show different beliefs in the nature of language under the dimension of teaching,learning,and language.Expert English teachers consider language is for effective communication,while novice English teachers believe language learning is for grammatical rules.Teachers' beliefs in teaching also show differences in classroom center.Expert English teachers show student-centered beliefs in evaluation and feedback to students' performance,and the combination of teaching methods.However,novice English teachers perform teacher-centered during the class and transmit language knowledge to students.About teachers' beliefs in learners' and teachers' roles,expert English teachers consider teachers as the participant in teaching procedures except for facilitator.However,novice English teachers consider teachers as the manager which students always depend on.By comparing the differences in teachers' beliefs between novice English teachers and expert English teachers,the thesis summarizes the factors that affect the differences in teachers' beliefs in three aspects: teachers' educational background and teaching experience,teaching efficacy,as well as teacher's self-reflection.At the same time,the study also points out some problems and enlightenment in the research process,and puts forward some suggestions for future research in this field.