Research On The Changes Of Teaching Beliefs Of Rural Elementary And Junior High School English Teachers

The researches were done in four rural primary and secondary schools in Guizhou and Yunnan Province to understand the construction of teaching beliefs of English teachers,the influencing reasons of teaching belief changes and the impact on English teachers’ professional development.It also aimed at exploring effective strategies and approaches for the formation of beliefs and the professional development of English teachers in their career of teaching.Based on the constructional and sociocultural theory,the research methods such as in-depth interview,classroom observation,and teaching log were used to investigate and study the four teachers from four primary and junior high schools in Guizhou and Yunnan Province,and the research questions were as follows:1.What are the teachers’ beliefs for these primary and junior high school English teachers?2.What factors influence the change of their teachers’ beliefs?3.How do teachers’ beliefs affect their professional development?In the beginning,on the basis of literature review and analysis of the objective environment inside and outside the school,4 English teachers from rural areas with different teaching ages and titles were interviewed in a longitudinal in-depth interview,and 8 lessons were selected according to on-site classroom observation or video transcription analysis,and the relevant parts of the teachers’ logs were selected to describe and analyze the teaching beliefs of English teachers at different stages,their influencing factors,and the impact on the English teachers’ professional development.And then,based on the "Standards for English Curriculum in the Compulsory Stage(2022 Edition)" and according to the actual situation the collected data were selected and organized.The data was analyzed,demonstrated and concluded,and finally the changing process of teachers’ teaching beliefs were evaluated and reflected in the research results.At last,the methods and approaches for the changes of teaching beliefs and professional development of English teachers in rural primary and junior high schools were proposed.According to the results of interviews,classroom observations and log analysis,the beliefs of rural primary and junior high school English teachers may change,may not change,may change from positive to negative,may change from negative to positive,and even the negative and positive attitudes may alternate with each other.But if the teaching belief is upgraded and optimized,its function and value are still significant,which isn’t doubtful.First of all,the optimized teaching beliefs and behaviors will be helpful for English teachers to improve their teaching skills and professional growth.Teaching belief is the compass of teachers’ action and the cornerstone of their teaching practice and professional development.The teaching belief is difficult to change,once established,but at the request of the new curriculum teaching reform,some inappropriate ideas must be corrected.Secondly,the change of the teaching belief will have a profound impact on the teaching behavior,so that the rural English teachers are in the mess and confusion to clear up the fog of the practice.Through comprehensive curriculum standards,others’ and their own experiences and suggestions,English teachers in rural primary and junior high schools will be able to have more clear mind about their beliefs and the direction of action,and implement English classroom teaching and learning activities with students.Finally,for English teachers in rural primary and junior high schools to break through the bottleneck of English teaching in rural areas,the importance of teaching belief changes and English professional development related the research is self-evident.The partial application of the updated beliefs in English classroom can help solve the problems faced by teachers and students.The teaching and research activities with the help of new teaching beliefs can put forward more practical and feasible guidance for rural English teaching,which is regarded as a breakthrough to realize the teaching reform.It is hoped that this study can help the rural English teachers to find the teaching belief that is in line with the curriculum standards and the rural teaching reality,improve the quality of the rural English teaching and promote the development of the students’ literacy.Due to the limited sample selection of this study and the improper usage of research methods in the process possibly,the design and implementation plan should be further discussed and revised.