National Secondary School Teachers' Beliefs Research

In recent20years, teacher's belief has become a focus in educational research and practice. In our country, The New National Curriculum Reform in minority areas confronted with many difficulties. This study chose two Tibetan Schools in Gansu province to explore their teacher's belief by using both quality and quantity approach. It has some positive implications on teacher's practice and professional development, improving curriculum reform in minority areas, understanding local cultural psychology and exploring way of local teacher's education.This study aimed at exploring structure and tendency of teacher's belief at two Tibetan middle school, interpretive implications of teacher's belief and inherent relations among belief's structure in a certain cultural scene. According to the study's results, some suggestions are provided to local teacher training institutes and administers, local teachers and other educational sectors in Tibetan areasTherefore, the basic questions in this study is:'How is teacher's belief in those school? what are the interpretative implications in their narrative to their belief? What we can learn from it?'Based on Bruner's cultural psychology, this study aimed at exploring of teacher's belief at two Tibetan middle school, interpretive shared implications of teacher's belief and inherent relations among belief's structure in a certain cultural scene. Teacher's belief is defined as a symbol cultural system relate to mutual interacting subjects in teaching practice to teachers, to curriculum and teaching; and a kind of folk pedagogy consisted of how to think of students, teaching and curriculum, of teachers.Thus, there several approaches were applied in this study such as case study, narrative approach, metaphor techniques, questionnaire and observation. By comparing quality and quantity results, final conclusions are drawn as following:1. In the teacher's belief cultural symbol system,'Tibetan student' as a presupposition is the most crucial base in the structure. Belief related to teachers and to students constructed beliefs related to mutual roles and status. In the case schools, authoritative teachers are usual; teachers equal to students like friends are rare and conditional.2. there are two outside scene in the case school, Tibetan traditional culture and Education system cultural aimed at examination which restricted to teacher's belief and act.3. Very beginning years of a teaching career is very crucial when some important changes will happen.4.In methodology, teacher's belief which has a general meaning can not be interpreted when we don't use stories and stories. Finally, some suggestions are put forward.Finally, some suggestions are put forward such as teacher beliefs related to students should be pay very atttions in school; school's evaluation system, local teacher's education should be improve from a kowlegdg-focus model to a belief-focus model; a social-mutual-help school culture should be built in minority schools; evaluation system of teachers in minority school should be improved.