教师教育信念是一名教师进行教育实践背后的有力支撑，是获得教学成效的重要保证。对于新手教师来说，从学生到教师身份角色的过渡、教育情境的变化都会在一定程度上影响教师教育信念的成长。国际中文教育作为一门学科相较于其他学科有其自身特殊性，而这些特殊性为刚走上国际中文教育岗位的新手教师的成长带来了严峻挑战。

本文采用教育叙事的方法对国际中文教育新手教师教育信念的形成过程展开质性研究，通过对一位国内“双一流”师范大学所培养的汉语国际教育专业硕士研究生H老师（即研究者本人），在英国伦敦公立学校Harris Primary Federation实习期间的教学反思日志、教育实习记录的叙事分析，描绘了一位初次在海外担任主教老师的国际中文教育新手教师的日常教学生活，从其为期八个月的教育实践中探寻其教育信念的踪迹所在。

本研究发现，国际中文教育新手教师H老师在教学实践中所体现的教育信念主要有国际中文教育教学信念、国际中文教育学习者信念、国际中文教育语言文化信念与国际中文教师专业发展信念四类。四类教育信念之间并不是互相独立的关系，而是相互依存，彼此影响。其教育信念成长过程呈现出起步、调整、升华三个阶段，每阶段的教育信念皆有其特点。第一阶段为教育信念的初步建立阶段。在本阶段中，H老师主要关注自己的生存，关注学生和身边同事对自己的看法，在教学中重点关注学生的语言、行为、课堂纪律；第二阶段为教育信念的调整转变阶段。在本阶段中，H老师把关注的焦点投向了提高学生的学习效果，进入了关注情景阶段。第三阶段为教育信念的开阔坚定阶段，在本阶段中，H老师对于学习者、教学相关的信念已逐步稳定，开始关注自我的成长，向着成熟教师的方向迈进。影响H老师教育信念成长的因素分成内部与外部两方面。其中语文老师的启示、成长经历的塑造与教育培训的经验构成了内部因素，而教育对象的影响与学校环境的支持则形成了教育环境的外部推力，促进了其教育信念的调整转变。

本研究在参考名师经验、专业标准的基础上针对国际中文教育教师信念的成长提出建议：作为一名国际中文教育新手教师，要广泛阅读相关书籍以拓宽自身专业知识面，注重教学中的细节以提高自身的专业技能，最重要的是要保持对这个学科的热爱之心。国际中文教育教师培养单位亦可以通过开设多样化课程，完善教育实习工作，开展各项竞赛与教师培训等方法来帮助新手教师打牢基础，强化教学基本功，助力新手教师成长。

Teachers' educational beliefs are the strong support behind a teacher's educational practice and are an important guarantee of effective teaching. For novice teachers, the transition from the role of student to teacher and the changes in educational contexts can all affect the growth of teachers' educational beliefs to a certain extent. International Chinese language education as a subject has its own special characteristics compared to other subjects in terms of its nature, teaching environment and learner characteristics, and these special characteristics pose serious challenges to the growth of novice teachers who have just started their careers in international Chinese language education.

This paper adopts an educational narrative approach to qualitatively study the formation of novice teachers' educational beliefs in international Chinese language education by examining the reflections of teacher H (the researcher herself), a master's student in Chinese international education trained by a "double-class" teacher training university in China, during her internship at Harris Primary Federation, a London public school in the UK. This study is a self-narrative analysis of a novice international Chinese education teacher's daily teaching life as a first-time head teacher overseas through her reflective journal and educational internship records during her internship at Harris Federation, a public school in London, UK.

The study found that the four main types of educational beliefs embodied in the teaching practice of the novice international Chinese language education teacher, Ms H, were international Chinese language education teaching beliefs, international Chinese language education learner beliefs, international Chinese language education cultural beliefs and international Chinese language teacher professional development beliefs. The four types of educational beliefs are not independent of each other, but are interdependent and influence each other. The growth process of their educational beliefs is characterised by three stages, namely, initiation, adjustment and sublimation, each of which has its own characteristics. The first stage is the initial establishment of educational beliefs. In this stage, Ms. H is mainly concerned with her own survival and the perceptions of students and colleagues around her, which is reflected in her teaching by focusing on students' language, behaviour and classroom discipline; the second stage is the adjustment and transformation of her educational beliefs. In this stage, Ms. H throws the focus of attention on improving students' learning outcomes and enters the stage of focusing on the situation. In this stage, Ms. H's beliefs about learners and classroom teaching have gradually stabilised, and she has begun to focus on her own growth, moving towards becoming a mature teacher. The factors that influence the growth of Ms H's educational beliefs are divided into internal and external aspects. The revelation of the language teacher, the shaping of her upbringing and the experience of her educational training constitute the internal factors, while the influence of the educational targets and the support of the school environment form the external thrust of the educational environment, facilitating the adjustment and transformation of her educational beliefs.

Based on the experiences of famous teachers and professional standards, this study suggests that a novice teacher of international Chinese language education should read a wide range of books to broaden his or her professional knowledge, pay attention to the details of teaching to improve his or her professional skills, and most importantly, maintain a love for the subject. International Chinese language education teacher training units can also help novice teachers to build a solid foundation and strengthen their basic teaching skills by offering a variety of courses, improving educational internships, and conducting competitions and teacher training.