An Innovation of Primary School English Teachers’ Teaching Beliefs

Abstract

Contemporary trends in Taiwanese education policy are to address the challenges posed by internationalization and globalization. The reform of the primary school English curriculum has invented a great requirement for eligible English teachers for children, so further emphasis is placed on the research connected with pedagogical education than ever before. Therefore, this study attempts to study the problem of primary school English teaching, with particular emphasis on the role of teacher belief. The interest of this research is the interest of teachers in the various beliefs described in their practice and how they conceptualize their own teacher development process.The current study mainly involved a survey. Subjects were 25 primary in-service English teachers who have been licensed for three or more years and 80 pre-service teachers in northern Taiwan. The survey used in this study was designed to identify and compare English teaching beliefs shared by pre-service and in-service primary school teachers.In this study, the results show that Taiwanese primary school English teachers, both pre-service and in-service, appear to have analogical and coincident beliefs. Scholars and educators can use the results of this study to better understand the specific beliefs of English teachers in the primary school and then assist teachers to extend their teaching strategies and theories. By focusing more on the cultivating of English teachers in the primary school and offering teachers for the opportunity to reflect well on the positive changes in their professional lives, we can ensure that the quality of primary school English education is gradually improved.