The Relationship Between Teachers' Belief And Their Teaching Behaviors For Students With Deaf-multiple Disabilities

Since the 1980 s,with the development of cognitive psychology and the shift of research paradigms,the research on teachers' beliefs has been emerging in the world.In this process,more and more people focus on the study which related to the relationship between teacher beliefs and teaching behaviors.At present,there are a number of research literatures on the relationship between teachers' beliefs and teaching behaviors at abroad.Furthermore,there are a few related studies have been found in the field of special education.However,in China,there are few studies on the relationship between teacher beliefs and teaching behaviors of special education teachers,and the research on the relationship between teacher beliefs about deaf-multiple disabilities students and teaching behaviors is even rare.Therefore,based on the experience of foreign research,this study will explore the beliefs of school students with multiple disabilities and their relationship with teaching behaviors.This paper consists of two studies.Research one mainly discusses the characteristics of teachers' beliefs towards multiple disabilities.This study draws on the classification criteria of beliefs proposed by Zhang and Wang and the research orientation of teachers' beliefs by Jordan et al.Five interviews were conducted among teacher with multiple disabilities,and the beliefs were finally classified according to the interview results.The results show that:(1)There are different types of beliefs among teachers,including enrity belief orientation,mixed belief orientation and development belief orientation.(2)Among five teachers,students' beliefs tend to exist;teaching beliefs and teacher role beliefs tend to develop orientation.Study two mainly explores the behaviors of teachers with multiple disabilities to different beliefs.Based on the analysis of a pair of teachers' beliefs,this study compiled a teacher's teaching behavior observation table and observed and analyzed the classroom teaching behavior of the three teachers.The results show that:(1)Compared with teachers with entity belief orientation,teachers with development belief orientation are more active in teaching behavior;(2)teachers with two different belief orientations have the biggest differences in teaching implementation behavior.According to the research results,this paper puts forward the following suggestions:(1)teachers who teach students with multiple disabilities should establish the belief of development orientation;(2)Through training,as many teachers as possible to train a belief in development belief orientation;(3)teachers who teach students with multiple disabilities should improve ability of reflection to infiltrate teacher beliefs into teaching behavior.