My Educational Belief

Teacher education belief is subjective views of educators on the whole range ofeducational activities in educational practice, and is formed on the basis of existingeducational theory and personal belief, and dominates education behavior. Therefore, Payingattention to the belief, we will understand that belief has an important role in promoting theprofessional development and understanding teachers’ practice and views profoundly. Basiceducation in rural areas has the half part of the whole basic education in the country. How isthe belief the teachers holding in remote rural areas? How have the beliefs impacted andpromoted the development of the basic education and enhanced quality of the ruraleducation？In this study, the author has explored the problems by interviews, observationand personal experience.After reviewing related researches at home and abroad, the author has chosen theteachers as a case in a remote rural primary school in Shangrao, Jiangxi Provice,and in theschool I have worked for years. The author understand and analyze the belief of the teachersin the N elementary school in rural areas by means of qualitative study approach: interviews,classroom observation, after-school exchanges, the point of view of the teacher’s curriculum,teaching behavior, the teacher-student relationship and the other methods. This article broadlyconsists of three parts, the first part is the introduction, mainly narrating the origin of thestudy, the research significance, the core concepts defined,research status and other aspects;The second part is the investigation and study of a rural the N elementary school teacherseducational beliefs, exploring belief from different angles, The third part is the investigator’sconclusionsand reflectionThrough research and analysis, this study suggests that the rural N primary schoolteachers educational belief has the following characteristics；two or more conflicting beliefshave been in the heart of N elementary school teachers；the N primary school teachers’goalis teaching cultural and scientific knowledge in the book and improving student test scores；the N primary school teachers’ educational beliefs formation is affected by a variety offactors；the N primary school teachers rarely reflect on their own educational practice.In this study, the following points should be concerned about: the rural N primary schoolteachers’ educational beliefs need to update and improve; N primary school teachers in ruralareas should be trained to reflect on their own educational beliefs awareness; rural primaryschool teachers need to continue to absorb modern educational theory.