A Case Study On A Kindergarten Teacher's Beliefs Features

With the increase of cognition about teacher's complexity teaching work,the in-depth development of cognitive area and research paradigm shift,Western countries start to pay close attention to teacher's tacit knowledge instead of teacher's act after 1980s.In this shift, educational beliefs of teacher as an important part of teacher's quality become a hot spot of research between experts and scholars.Teacher's beliefs is an important factor of their decision-making and behavior.It guides teaching activities and directly promote the professional development of teachers.Early childhood teachers are the main part of early childhood education implementation.Early childhood teachers'beliefs are conceal behind the behavior of their teaching.These beliefs guide and govern the choice and decision-making in all the aspects of teaching program,teaching practice and teaching evaluation. With the market economy and Exam-oriented education system's gradually deepening, the educational beliefs of kindergarten teacher are facing with severe challenges. Kindergarten teacher's teaching efficacy,cognitive faith,teaching faith,self-concept,self-perception,evaluation of efficacy and other aspects of belief gradually appeared the trend of shaken in the background of the non-compulsory,market-oriented and formal early childhood education.It also affected the behavior of teachers.In view of this,around the educational beliefs of kindergarten teacher to do some theoretical and empirical research is a top priority.To analyze,collate and accurately describe the educational beliefs of early childhood teachers will not only help to enrich the theory of early childhood teacher s'beliefs and early childhood teachers'professional development,but also help to improve their teaching quality and also improve the level of teacher education in order to speed up the process of early childhood teachers'professional development.This research is qualitative-research oriented, using case study method,entering into the real life of a early childhood teacher ,experiencing and feeling the status of her educational beliefs.Through observation,interviews and material analysis to reveal the characteristics of the early childhood teacher's educational beliefs ,analysis the factors of educational beliefs and arrive the recommendations on this basis. The basic structure of this thesis is as follows:The first part presents the subject. Mainly analyze and illuminates the background, purpose, basic questions and meaning of the research. The second part is Research view.Three parts of existing literature are sorted and summarized.The first part is the definition of"belief"and"teacher's beliefs".The second part set out the theory of teachers'beliefs.Integration of early childhood teachers'educational beliefs is in the third part.Reseacher also summarize and reflect on the status of existing research on this basis at last.The third part is the Study design.Method identification, Study selection,the research process,Validity and ethical issues were presented and statemented in this part.The fourth part is Case Study:Xiaoyu is such a teacher.The researcher briefly outlines and describes some details of Xiaoyu teacher's life-world.It is including the introduction of her growing experience and her working surroundings.On this basis,the researcher also gives the understanding and interpretation for the five kinds of educational beliefs which are beliefs about children,beliefs about education,beliefs about environment created,beliefs about herself and beliefs about her relationships.The fifth part shows Conclusions and Suggestions of this research. The conclusions include Characteristics of early childhood teachers'beliefs and Factors affecting the beliefs of Early Childhood Teacher.Based on the above findings, the researchers gave some relevant recommendations for training and improving kindergarten teachers'beliefs.