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of these teachers’ beliefs in contributing EFLteacher education. The study on teachers’ beliefs has been emphasized in these years, andhas been a part of the process of understanding how teachers conceptualize their work.
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CHAPTER 2DEFINITIONS OF TEACHERS’ BELIEFS

2.1 Constructivism learning theory
Constructivism means, "The philosophical beliefs that people construct their ownunderstanding of reality" (Oxford 1997). The original of constructivism can be traced backto eighth century. Vico who was a great philosopher at that time proposed the assumptionthat human is rooted in the nature and human created their own affairs by themselves. Forthe human being, the most important thing is not what human being is; instead what hedoes ,or what he does defines what he is in his mind. Thus, he was considered the originalconstructivist in the history of constructivism. His well-known view is that everything isnot true or real. Instead, human’s experience creates everything within the mind. The theoryof constructivism descends from philosophy, psychology, sociology, and education. Duringthose centuries, many educators, philosophers, psychologists, and sociologists such as Vico,Jerome Bruner, Lev Vygotsky, and David Ausubel, ect. They have some new visions ofconstructive theory such as Vico’s New Science, Kant's philosophy, Karl. R. Popper’sempirical science and Ludwig Wittgenstein’s the language game. The theory ofconstructivism slowly took shape and developed through their efforts. During twentiethcentury the great philosophers, Piaget, John Dewey and Kohlberg contributed to thethoughts of constructivism.With the improving and advancing for a long time, the constructivism graduallyreached a mature conclusion. There are several main genres at that times including radicalconstructivism, social constructivism, socio-cultural cognitive theory, society construction,social construction theory, information processing construction and the constructivismthought of Cybernetics.
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2.2 A conceptual framework of the teachers’ beliefs

2.2.1 Definition of the teachers’ beliefs
In the mid-1970s a new research started to appear that worked to define teachers'perceptions, judgments and decisions as the cognition that influence their actions(Calderhead, 1996, Clark and Peterson, 1986; Dann, 1990). As a consequence of this, asurge of interest in the area of teacher belief systems has appeared (Pajares, 1992). Thisstudy “has helped to identify the nature and complexity of the teacher's work, and helpedto provide ways of thinking about the processes of change and support” (Calderhead,1996). Researchers found that teaching could not be characterized simply as behaviors thatwere linked to thinking done before and during the activity but rather than the thoughtprocess of teaching included a much wider and richer mental context. As Shavelson andStern (1981, p.479) explained, study of teachers’ cognition made “the fundamentalperception that teachers' thoughts, judgments, and decisions instruct their teachingpractice”. The concept of belief finds its historical origins in Ancient Greece which was afountain of wisdom and philosophy in the world. He once discussed this concept with hisstudents Plato, which was described in Socratic Dialogues. The definition of belief hasbeen impro本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。