A Study on the Teaching Beliefs of College English Teachers in the Post-MOOC Era

Abstract

In the post-MOOC era, the updated teaching beliefs is the key to promote and deepen the reform of college English blended teaching. This study, with the qualitative case study method, aims at investigating the differences between novice teachers and expert teachers regarding their beliefs in college English teaching, from three dimensions of views of language, views of language learning and views of language teaching. Also, this study gives an insight on the factors contributing to the differences of teaching beliefs, and the relationship between the college English teachers’ teaching beliefs and their teaching practices. The results show that the novice teachers and expert teachers have different teaching beliefs, which are affected by the environment, teachers’ learning experiences and their personalities. Despite the fact that the novice teachers’ teaching beliefs have been updated and improved after a certain of training, there remain some gaps between the novice teachers and expert teachers. As the core of teachers’ beliefs, teachers’ teaching beliefs are basically consistent with their practices, which will have a direct impact on their classroom teaching activities. Therefore, the novice teachers should reflect on their own teaching practices and renew their teaching beliefs constantly. Meanwhile, college English teachers’ training system should be established and strengthened, which will be beneficial to increase the teachers’ awareness in information technology and explore the innovative teaching modes and methods, so as to promote teachers’ professional development.