A Study Of Pre-Service Teachers’Beliefs In The Cultivation Education

Since the1980s, researchers have paid attention to teachers’ belief. How teachers behave in class is actually influenced by their perception, which can be affected by their beliefs. The teachers’beliefs play an important role in teacher professional development and practical teaching. The present study makes a research on the characteristics of pre-service teachers’beliefs, in a hope of offering some suggestions to English Education major teaching and learning.In this study, the participants are122English education major students in the grade2008and2009from Guangxi Normal University. The questionnaire is the modified version based on Horwitz’s and Ye Yuanyu’s teachers’ beliefs questionnaire. The whole questionnaire includes seven aspects:view about language; view about teacher; view about learner; view about the leaning; view about the curriculum and the formation reason of teachers’beliefs. The data collected are conducted by using SPSS15.0. Based on the theories of teachers’beliefs, this thesis investigates the following three questions:(1) What is the overall situation of pre-service teachers’ beliefs?(2) What are the differences between juniors and seniors English education majors on teachers’ beliefs?(3) What are the formation reasons of EFL teacher’s beliefs of pre-service teacher in the cultivation education?The results of the study can be summarized as follows:most of the investigated pre-service teachers hold the positive beliefs; teachers’beliefs hold by senior pre-service teachers and juniors are similar roughly. However the teachers’beliefs hold by senior students are more stable than junior students. The previous education experience and further learning are the two main factors which make beliefs consolidate.Based on the above findings, the thesis tries to put forward some suggestions for English teacher training:1. enlighten and advance course setting;2. offer pre-service teachers more opportunities of teaching practice;3. establishing sistership with elementary and secondary schools;4. change the class teaching model;5.reflect on the teachers’ beliefs.