Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

This article aims to study the dynamic change of teachers’ beliefs among pre-service teachers. A longitudinal design was adopted investigate English language teaching (ELT) belief after a 3-month practicum by administering pretest and posttest questionnaires, semistructured interviews, reflective journals. Repeated measures paired sample t-test analyses showed significant differences across different aspects in all participants, but changes were only within experimental group, particularly student management, evaluation, learning. In contrast, not control group. Further inductive content interviews journals from group confirmed these conclusively revealed some potential factors contributing changes. The results shed light on how teachers evolve their career development help educators adjust appropriate education policies improve quality teacher education, Chinese context.