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1.1 Research background
我们生活在这样一个时代，知识和教育时，被认为高度。许多国家都在从事在前途和严重教育改革。越来越多的引起人们的关注教育。它被广泛承认，教师在学校教育中发挥了至关重要的作用（2001年富兰肯尼迪1996）。此外，教师的信念都被假定为“个人作出决定，在他们的生活”（1992年Parajes：307）的最佳指标。平瑞克（1990）认为，教师的信念将被证明是砥最宝贵的心理建构教师教育。卡根（1992：85）也总结说：“一曰教师信念研究，一个犯罪嫌疑人更强烈地在于个人知识这花斑形式的教学”的心脏，它是最有把握的重要性，教师的信念已达成共识，由国外研究人员和全国。近年来洛蒂（1975年）以来关注的概念，教师的信念深深吸引了大量的关注。许多研究已经出现在20世纪80年代在学与教的教师信念。后来，更多的职前和在职教师的信念方面进行了探索。研究人员承认，教师信念的影响，以及在教学实践。虽然许多研究工作已经做了上述观点，有一个教师的信念在他们的专业发展缺乏研究。学校是结束了，但是这是从来没有过的。常言道，谁还敢教必须永远不会停止学习。教师需要不时地充实自己，从未停止学习。据认为，教师可以比较到电池，插上所有的学生和借鉴学习的电流。然而，有倦怠的时候发生。这时候，教师需要自己充电，以获得终身专业发展。We are living in an era when knowledge and Education are thought highly of. Manycountries are engaging in promising and serious educational reforms. More and moreattention is being paid to education. It is widely acknowledged that teachers play a vitalrole in school education (Fullan 2001; Kennedy 1996). Furthermore, teachers' beliefs areassumed to be "the best indicators of the decisions individuals make throughout theirlives" (Parajes 1992: 307). Pintrich (1990) suggested that teacher belief would prove tobe the most valuable psychological construct for teacher education. Kagan (1992: 85)also concluded, "the more one reads studies of teacher belief, the more strongly onesuspects that this piebald form of personal knowledge lies at the very heart of teaching".It is most certain that the importance of teacher belief has been reached a consensus byresearchers abroad and nationwide. The deeply held beliefs of teachers have drawn a lotof attention in recent years since Lortie (1975) called attention to the concept. Muchresearch has appeared concerning teachers' beliefs in learning and teaching in the 1980s.Later on, more areas of pre-service and in-service teachers' beliefs are explored.Researchers acknowledged the impact of teachers' beliefs in teaching practice as well.Although much research has been done in terms of the above mentioned perspectives,there is a lack of research on teachers' beliefs in their professional development.School is over, yet it is never over. As the saying goes, who dares to teach mustnever cease to learn. Teachers need to enrich themselves from time to time and never stoplearning. It is believed that a teacher can be compared to a battery, which all the studentsplug in and draw learning current. However, there's a time when the burnout happens.That's when teachers need to recharge themselves to gain a life-long professionaldevelopment.
Plenty of teacher professional development programmes have been developed andimplemented in different countries to promote and support teacher professionaldevelopment. Successful teacher professional development exerts great influence onteachers' beliefs and practices, on students' learning and on the implementation ofeducational reforms (Villegas-Reimers 2003); and in turn, teachers' beliefs in professional development affect the development of programmes. Teachers' beliefs inprofessional development in this research specifically refer to teachers' beliefs in theM.Ed, programme designed by the English department of a normal university in centralChina. The goal of the study of teachers' beliefs in teacher professional development is toimprove the effectiveness of the M.Ed, programme so as to cultivate more high qualifiedteachers and facilitate education advancement. Despite all the significant contributionsteacher professional deve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。