The Teaching Beliefs Of Senior High School Young English Teachers In Yili Area

Teachers’ teaching beliefs refer to their views on teaching,learning,teacher-student relationships and other teaching-related issues,the development of teachers’ teaching beliefs take a central position in the research on the cognitive development of teachers.However,the teaching beliefs of senior high school teachers have became a bottleneck restricting the improvement of the quality of senior high school education and the professional growth of teachers at home.Therefore,teachers’ teaching beliefs have a significant impact on teacher development.The purpose of investigating senior high school young English teachers’ teaching beliefs is to reflect the current status,compare the differences in teaching beliefs and explore the affecting factors,which have important implications for promoting teachers’ development and improving the quality of teaching.Based on implicit and complexity theory,using a combination of quantitative and qualitative research methods,this thesis selects 52 young English teachers in municipal senior high schools and 87 young English teachers in county senior high schools from 19 senior high schools in Yili area and 92 pre-service English teachers from Yili Normal University as research subjects,questionnaire and semi-structured interview are adopted to investigate the current status of teachers’ teaching beliefs to probe into three questions:(1)What is the current status of senior high school young English teachers’ teaching beliefs in Yili area?(2)What are the differences in teaching beliefs between municipal and county senior high school young English teachers,pre-service English teachers and in-service senior high school young English teachers?(3)What are the factors that affect senior high school young English teachers’ teaching beliefs?The findings are exposed as follows:(1)The overall status of teaching beliefs is at a positive level,and the tendency of English language,English teaching,English learning,teachers and students’ role and English teaching professionalism is unbalanced.Teaching beliefs on English teaching professionalism is at a high level,on English language and teachers and students’ role are at a moderate to high level,on English teaching and English learning are at a relatively low level.(2)There are significant differences in teaching beliefs between municipal and county senior high school young English teachers.Compared with young English teachers in county senior high schools,the municipal senior high school young English teachers have a more positive teaching belief.Besides,there are significant differences in teaching beliefs between pre-service English teachers and in-service senior high school young English teachers.Compared with pre-service English teachers,in-service senior high school young English teachers have a more positive teaching belief.(3)The internal factors affecting the teaching beliefs of senior high school young English teachers mainly include young English teachers’ previous learning experience,previous teaching experience and teaching training;the external factors mainly involve seven factors that are significantly and positively related to teachers’ teaching beliefs,namely,curriculum reform,school culture,school resources,students,parents,colleagues and incentive system,two factors that are significantly and negatively related to teachers’ teaching beliefs,namely,teachers’ workload and examinations.The above findings suggest that teachers’ teaching beliefs have a great impact on teacher development.Therefore,some implications are given.(1)The development and transformation of young senior high school English teachers’ teaching beliefs should be strengthened and to promote their thinking and understanding of the multiple roles of English teachers.(2)The allocation and utilization of educational resources for county senior high schools should be increased and young English teachers in county senior high schools should participate in more teaching exchange activities to improve their own teaching belief systems.The Normal universities should provide more educational practice opportunities for students to update and develop their teaching beliefs.(3)The positive significant influence relationship of school culture indicates that schools should build a good school environment,cultivate a positive campus culture and fully consider many factors affecting English teaching to drive the development of young high school English teachers’ teaching beliefs,while the negative significant influence relationship of teachers’ workload indicates that schools should set a reasonable workload for young English teachers so that they have sufficient time and energy to carry out English teaching.