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Article

Belief Change: Secondary Teachers’ Class Observation

1College of Foreign Languages and Literature, Wuhan University, Wuhan, China

2College of Education, Texas Tech University, U.S.A


American Journal of Educational Research. 2014, Vol. 2 No. 7, 519-525
DOI: 10.12691/education-2-7-14
Copyright © 2014 Science and Education Publishing

Cite this paper:
Siping LIU, Jian WANG. Belief Change: Secondary Teachers’ Class Observation. American Journal of Educational Research. 2014; 2(7):519-525. doi: 10.12691/education-2-7-14.

Correspondence to: Siping  LIU, College of Foreign Languages and Literature, Wuhan University, Wuhan, China. Email: siping.liu@whu.edu.cn

Abstract

This essay explores the questions about preservice teachers’ belief about effective teaching, especially their understanding of students, and their expectation from teacher education program. The authors ground their research in theories of teachers’ belief and belief change. Data collected from 35 participants are based on open-ended survey questions. Findings indicate that the participants made a significant change of their belief about students after the guided observation. They believe what they need to learn from teacher education is mainly pedagogical knowledge. The authors conclude that field experience helps students make some change of their belief but they still take a rather simplistic view about teaching.

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