Analysis Of Educational Beliefs Of Applied University Teachers

Modern society is in a period of knowledge transformation.Under this background,the monopoly position of closed knowledge production in universities is shaken,which is manifested by the transition from knowledge production in cognitive context to knowledge production in application context.The method is forcing university reforms.On the other hand,the local universities are more and more "homogeneous".The problems of structural unemployment of graduates and the quality of higher education are prominent.Therefore,China has clarified the direction of higher education reform,and proposed to build local undergraduate colleges as applied universities.A transformation reform is in full swing.However,this government-led reform has had little effect in the field of applied universities.Some of them are organizational reason,but more are from teacher.The understanding and belief of the applied universities.is the "filter" of teachers' educational behavior.The teacher's educational belief is the ultimate effect that affects the entire system transformation and deepens the pain points and priorities of the applied universities reform.Therefore,paying attention to the educational beliefs of front-line teachers and their corresponding teacher behaviors is a fundamental issue in the transformation of applied universities.This study attempts to conduct interviews and surveys with a total of 14 grassroots teachers in two applied universities in City A.Using the research method of grounded theory,the tool Nvivo software to deconstruct the collected 85,000-word corpus,through open coding,main axis The three-level coding method of coding and selection coding is based on the logical thinking of "causal conditions-educational beliefs-intervention conditions-action strategies-results" to construct the generation path and reality of "the formation and practice of educational beliefs" The grounded theoretical model of the picture.The model includes: 1.The causal conditions for the formation of educational beliefs of applied university teachers are mainly composed of work experience,studyabroad and training,the influence of teachers around them,introspection reflection and religious beliefs;Large dimensions,in which academic and professional beliefs occupy the core position,teaching beliefs and teacher and student beliefs are relatively weakened;3.Containing educational beliefs,the interfering factors that affect the formation of strategies are institutional environment and personal situation.Among them,the system environment includes regulatory,normative,and cultural cognitive systems;personal circumstances have peer pressure,family factors,and professional bottlenecks;4.In the tension between interference factors and teachers 'educational beliefs,teachers usually take compromise,summation,and firm Action strategy to alleviate the contradiction between the two;5.The generation and practice of applied university teachers' educational beliefs will eventually produce different levels of belief and professional identity results.Based on the particularity of the academic profession of teachers in applied universities,this study explores the educational beliefs of teachers from the perspective of academic professions on the basis of theories related to educational beliefs.The research believes that educational beliefs are constantly constructed and confirmed in the context of environmental interactions.Therefore,the study of educational beliefs cannot only rest on a static status analysis.The dynamic development and practice of beliefs are more important.The application of teacher's beliefs in applied universities as a study of dynamic development will broaden the scope of research.The study found that teacher's beliefs centered on academic professional beliefs are often affected by the institutional environment and personal factors in practice,making them inconsistent with action strategies,and there are complex variants of educational beliefs and action strategies.As teachers 'educational beliefs are constantly questioned and confirmed in practice,they ultimately promote teachers' beliefs and professional identity.