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ving and innovating with the development of the times. It was studied inphilosophical field other than in psychological field. The famous psychologist, Rokeach,(1980) claimed that the system of definition on belief consists of five classical views:primitive belief, zero consensus, authority belief, derived belief and inconsequential belief.Many researchers described a belief as "something believed or accepted as true, especiallya particular doctrines or a body of doctrines accepted by some persons."Until now, there still are various definitions of the belief. But their definitions aboutbeliefs have two characteristics. Belief is a kind of understandings or views for the nature,the society, the human being or the particular event. On the other hand, belief is a firmconviction of things. In this paper, the author stresses on that the belief is a kind of strongview of the nature, the society and the certain academic viewpoint or ideas. Teachers’beliefs refer to a significant theory concept that is how to understand what teachers think,what they do and their teaching attitudes (Richardson, 1996). Pajaret (1992) suggests that“all teachers hold beliefs, however defined and titled, about their career, their students, theirthemes, and their roles and duties”. It means teachers’ beliefs are considered to have a greateffect upon their conceptions of teaching method, making decisions, and judgments. It istrue that defining teachers’ beliefs has been always very difficult. There has been no mutualunderstanding towards the construction of teachers’ beliefs mean, and the term hasachieved a rather indecisive, unclear usage. Pajares found that the difficulty in researchingteachers’ beliefs was how to understand and tackle definitional problems, weak conceptions,and different understandings of beliefs and belief constitutions”. S. Borg (2003) also cameto a conclusion that a distinct definitional consensus on the meaning of teachers’ beliefsneed further researched. Therefore, the most difficult problem on studying teachers’ beliefsmay be the way to distinguish beliefs from knowledge. For instance, Connelly’s (1987)definition of teachers’ individual practical knowledge, which is how a teacher observes aclassroom teaching processing, includes both teachers’ beliefs and knowledge. Pajares(1992) suggested that knowledge consisting of beliefs, attitudes, and values, are closelylinked.
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3. METHODOLOGY ..........17
3.1 Data collection techniques and procedures ......17
3.2 Research subjects .........20
3.3 Data collection.......20
3.3.1. Questionnaire survey.........20
3.3.2. Interview...........22
3.3.3. Classroom observation.......24
3.4 Data analysis..........28
4. DISCUSSION AND RESULTS........30
4.1. EFL teachers’ beliefs in fine arts academies........30
4.2 A study on the relationship between EFL teachers’ beliefs ……………33
4.3 Influential factors for EFL teachers’ beliefs in fine arts academies……………….36
4.4 Results.........38
5. CONCLUSION .......40
5.1 Summary of major findings............40
5.2. Limitations and suggestions for future research directions ……………42

CHAPTER 4DISCUSSION AND RESULTS

4.1. EFL teachers’ beliefs in fine arts academies
English teachers’ beliefs consist of belief about English, belief about learning, beliefsabo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。