| Borg(2003)believes that teachers' actual teaching is affected by many factors,among which teachers' beliefs serve as the most direct one.During the process of teaching and learning,their beliefs play very important roles,which especially will influence their teaching behaviors.So a lot of researchers have studied teachers' beliefs in the past,but previous researches mostly focused on in-service teachers' beliefs,and less attention was paid to pre-service teachers,especially for full-time English MED students.In addition,Li Juan and Guo Qing(2015)said that it is more difficult to train students major in English than other majors,and some reasons are as follows.First of all,students major in English are easier to accept the influence of western culture,thinking and values than students major in other majors.Therefore,in order to guide their teaching practice better,more mature scientific teaching beliefs should be formed.Secondly,the reform of the college entrance examination system has new requirements and higher standards for English teaching and learning,which require each English teacher firstly has proper teaching beliefs so as to guide their actual teaching practice.In addition,it is very significant to take the full-time English MED students as the research participants due to the education stage in normal university plays an important role for the formation of pre-service teachers' teaching beliefs.Questionnaire survey and interview were adopted to obtain the research data in this research,and the 28 questionnaire questions are adapted based on questionnaires created by Taiwan scholars Zhu Yuanyu and Ye Yuzhu(2003).In addition,the interview plays as the supplement to obtain the research information about the detailed differences in teachers' beliefs between the two Grades,so there are four students were interviewed.This study takes full-time English MED students in Southwest University as the research participants,and aims to solve the following two questions:(1)What is the present situation of full-time MED students' teaching beliefs from the five dimensions:English,English teaching,English learning,students and English as a profession?(2)What are the similarities and differences among MED students' teachers' beliefsbetween Grade One and Grade Two.The research results are as follows.First one is about the first question,the research results indicate that the full-time English MED students between Grade One and Grade Two hold relative positive teachers' beliefs on the five dimensions.The second result is that most of the English teachers' beliefs are similar and don't have significant differences.However,parts of teachers' views(English teaching,roles between English teachers and students,English teaching as a profession)exists significant differences and students in Grade Two hold more positive and in-depth teachers' beliefs.Besides,there are some detailed differences in the above three dimensions,and some possible reasons that cause those differences have been summarized,such as courses and teaching practice.At last,some implications are provided for normal universities and students,which can not only provide a better way for students to reflect their teaching beliefs,but also are conducive to improve educational program and then maximize pre-service English teachers' professional development.To be specific,the normal universities should set higher standard for masters,and it is necessary to increase the English master internship time,and pay more attention to the practice effect.For English MED students,firstly they should not only implement the learning of English knowledge,but also they should pay more attention to the national education policy and learn the latest curriculum standards.Secondly,the master of English education needs to strengthen the ability of autonomous learning,they should not only learn the courses offered by the school well,but also they should learn useful foreign resources independently to constantly enrich themselves. |
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