教师信念对于教师的成长具有至关重要的意义,是教师自我成长与完善的强大的内部驱动力。教师信念的深入研究需要结合具体学科特点和教师职业生涯的具体阶段,因此对于外语教师和新手教师信念的探究非常有必要。本研究对北京某新手中学外语教师进行了为期三年半的跟踪研究,旨在探究:(1)该新手英语教师教育信念的特征及其来源;(2)该教师信念与实践的关系;以及(3)影响该教师教育信念实施与发展的因素。本研究应用了叙事探究的方法,采取了访谈、课堂观察以及收集教案、教学反思、来往邮件、师资培训讲义、校史校训等多种资料的方法。研究发现,新手教师的信念体系受个人语言学习经历和教学实践共同体的影响很大,其特征是比较脆弱,易于波动,但是可塑性很强。新手教师的信念和教学实践往往存在冲突和张力。教师与学习者信念的冲突、现实环境的制约以及教师本人的能动性的抑制是影响其信念实施与发展的主要因素。研究结果对新手教师教育和研究方法都有重要启示。 Teachers ’beliefs are of vital importance to the growth of teachers and are a powerful internal driving force for teachers’ self-growth and improvement. In-depth study of teacher’s beliefs needs to combine specific disciplines and teachers’ specific career stages, so it is necessary to explore the beliefs of foreign language teachers and novice teachers. This study conducted a three-and-a-half-year follow-up study of foreign language teachers in a novice middle school in Beijing to explore: (1) the characteristics and sources of the novice English teacher education beliefs; (2) the teacher’s beliefs and practices; and (3) Factors that affect the implementation and development of the teachers’ educational beliefs. This study uses the method of narrative inquiry and adopts the methods of interviews, classroom observation and collection of various materials such as lesson plans, teaching reflections, correspondence, teacher training handouts and school history motto. The study found that the novice teacher’s belief system is greatly influenced by the personal language learning experience and teaching practice community, which is characterized by being relatively fragile and prone to fluctuations, but with strong plasticity. The novice teachers’ beliefs and teaching practice often have conflicts and tensions. Conflicts of beliefs between teachers and learners, the constraints of the real environment and the inhibition of teachers’ motivation are the main factors affecting the implementation and development of their beliefs. The research results have important implications for novice teacher education and research methods.