同在学校教育中培育创新能力的国际潮流一致，中国英语课程标准将培养学生创新思 维纳入中学英语课程培养目标。然而，国内现有研究对教师关于创新思维、创新型学生的认 识与理解关注较少，测量教师课堂实践的工具的信度和效度相对不足。因此，本研究建构理 论框架从创新思维的本质、创新型学生的特点和创新思维培养策略三个角度来探究和对比 英语教师对创新思维培养的信念。
本研究试图探讨以下三个问题:1.在实习之前，职前英语教师对创新思维及其培养持有什 么信念?2.实习结束后，这些信念有什么变化?3. 这些变化的原因是什么?为了回答上述问 题，研究招募了50名师范大学英语教育专业的研究生作为职前英语教师参与调查，分别在实习 前和实习后填写了由选择题、开放性问题和量表组成的问卷。此外，根据第一轮问卷中显示的 教师信念水平，其中4人在实习前后还参与了半结构化访谈。本研究使用 SPSS 26 软件对收集 到的量化数据进行述性，用 NVivo 12 分析质性数据、炼主题。
结果显示，在教育实习之前职前英语教师对创新思维及其培养有一些正确的认识，但 对创新思维的概念有点模糊和不完整。例如，大多数参与者对创新思维的本质缺乏清晰认 识;实习后职前英语教师对创新思维的概念及其教学有了更清晰的认识，实习经验也促进 了这种信念的重建和发展。3.职前英语教师信念变化的原因包含了教师、学生、背景三方 面的因素，如及时反思、教学目标的设定、学生与老师的积极合作、学生的语言能力、导 师的支持、高考政策和应试教育的压力等。最后，本研究从研究者、教师、教师教育者、 政策制定者的角度探讨了研究结果可能的理论和实践应用。

Consistent with the international trend in promoting creativity in school education, the development of students’ creative thinking in the English classroom is required in the English curriculum standards of China. However, teachers’ understanding of creative thinking and creative individuals is not the focus in previous studies in China. The validity and reliability of instruments employed to measure teachers’ practices are relatively low. Thus, this study developed a theoretical framework to investigate and compare English teachers’ beliefs in creative thinking from the perspectives including the nature of creative thinking, the characteristics of creative individuals, and the creative pedagogy.

The present study attempted to explore the following three questions: 1. Before the practicum, what beliefs do pre-service English teachers hold about creative thinking and its cultivation? 2.After the practicum, are there any changes in such beliefs? If so, what are they? 3.What are the perceived reasons for changes in pre-service English teachers’ beliefs about students’ creative thinking? To answer the above questions, fifty postgraduates, as pre-service English teachers, majoring in English education at a normal university were recruited to complete a questionnaire before and after the practicum respectively, consisting of multiple-choice questions, open-ended questions, and a ranking scale. Besides, according to the general teacher beliefs level shown in the first-round questionnaire, four of them were further involved in a semi-structured interview both before and after the practicum. Quantitative data was exported to SPSS 26 to conduct descriptive and inferential analysis. Qualitative data was read over and submitted to NVivo 12 to extract themes.

The results showed that 1. before the teaching practicum, pre-service English teachers had some correct knowledge of creative thinking and its cultivation, but their conception of it was a little vague and incomplete. For instance, most of them showed a lack of very clear and adequate perception of the nature of creative thinking. 2. After the practicum, pre-service English teachers have gained clearer conception of the concept of creative thinking and its teaching, and this filed experience has also facilitated the reconstruction and development of such beliefs. 3. The perceived reasons for changes in pre-service English teachers’ beliefs about cultivating students’ creative thinking ability mainly include teacher-related factors, such as pre-service teachers’ timely reflection, use of technology, and teaching objectives; student-related factors, like students’ active cooperation with the teacher and students’ language abilities; and context related factors, like support from school mentor teachers, college entrance examination policy and heavy curriculum. Eventually, the theoretical and pedagogical implications of these findings for researchers, teachers, teacher educators, and policy-makers are discussed.