Abstract
Objectives The purpose of this study was: (a) to find out the changes in the educational beliefs of a beginning special education teacher influenced by a sister with intellectual disability; (b) and to discuss its meanings.
 Methods An autoethnography is a form of qualitative research that draws self-reflection by understanding and analyzing personal experiences in a sociocultural context. To explore the issue by offering an autoethnography, in which the researcher observed the changes of educational beliefs formed through the interactions between the culture of a family member who has a sister with intellectual disability and the culture of a beginning special education teacher. The researcher collected the data from her teacher’s dairy blog, personal journal, memories, social networking service, and references. The qualitative data were analyzed by constant comparison method, based on methods of emotion coding and values coding. The results were as follows.
 Results First, through experiences from home, school days, and teacher preparation programs before becoming a special education teacher, the researcher formed beliefs that a special education teacher should be a diligent teacher who does one's best for her students. Second, after becoming a special education teacher and having work experiences with students, colleagues, and school culture, the researcher got perplexed with the educational beliefs she had before teaching students with disabilities. Third, through her life and teaching experiences, the researcher's educational beliefs have changed from being a diligent teacher to a competent teacher in subjects, teaching methods, guidance, and school tasks.
 Conclusions Based on the main results, the researcher suggested implications and directions for future studies on the educational beliefs of special education teachers in various life contexts.
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