To Promote the Development of Teachers’ Teaching Beliefs from Reflective Teaching

Abstract

With the development of a pluralistic society and the arrival of a lifelong education society, the whole society’s expectation for the development of education has become more and more. Therefore, the educational expectation from society is undoubtedly a significant challenge to the professional development of teachers. Teachers’ professional development means the development of a teacher’s personal, professional life, including the enhancement of confidence, skills, and knowledge. The knowledge of the subject taught is continuously updated, broadened, and deepened (Hoyle & Megarry, 2016). Teachers’ professional development is the accumulation of knowledge and skills and the system of teachers’ thinking, values, and beliefs. Encouraging teachers to reflect on teaching and improving their reflective ability can stimulate teachers’ sense of teaching efficacy and enable teachers to examine their teaching behaviors and ideas systematically. Teachers as the source of knowledge transfer and initiator, their beliefs in time, and the dynamic teaching process gradually accumulate. The novice teachers are flexible to use diverseteaching methods to be professional teachers in reflecting on the teaching and the long-term accumulation of reflective teaching has become a new angle of view to review the professional development of teachers’ beliefs.