随着教育研究者对教师教育的日益关注，探究新手教师和专家教师之间的相同和不同之处也逐渐成为一个颇受欢迎的研究领域。新手教师和专家教师在知识、效率以及创新力等方面存在很大的差异，这些差异影响着教师教学信念，并可能进一步影响教师的教学实践。因此，探究新手教师和专家教师的不同能帮助新手教师提升自身能力。效仿前人对教师实践和教学信念在具体情境中的应用研究，本文探讨了青海省某新手英语教师和某专家英语教师在阅读教学情境中展现的教学信念及其教学实践。运用案例研究的方式，通过以下途径收集了相关资料：（1）课堂观察（2）教师教学设计（3）结构化教师访谈。该研究的结论如下：相比于新手教师较为矛盾的教学信念和教学实践，专家教师的教学实践能更好反映其教学信念；新手教师和专家教师在阅读课中的教学信念与教学实践既有相似之处，也有不同之处。 根据参与者的陈述和研究发现，教师教学经验和学生状况是造成教学信念与教学实践不一致的最主要原因，而对于这两位教师来讲，教师培训项目对他们教学信念的影响几乎可以忽略不计。该研究也提出了一些可能的措施以改善新手教师的教学信念与教学实践不相符的状况。例如，新手教师应该多与有经验的教师交流教学经验，多多观察有经验教师的课堂教学，以此提高新手教师的总体能力。另外，新手教师应该对自己的课堂教学和表现进行及时的反思和自我回馈，以此提高自己所持有的教学信念和教学实践的匹配程度。

With the growth of education researchers’ concerns on teachers’ education, the research field of exploring the differences and similarities between novice and expert teachers is becoming a rather heated topic in language teaching. Novice teachers and expert teachers are different from the aspects of knowledge, efficiency and insight which may result in their different beliefs and may further influence their practices in teaching. Thus, exploring these differences helps develop the novice teachers’ practical knowledge. Following the trend of exploring the teachers’ beliefs and practices under specific contexts, this study investigated the relationships between the beliefs and practices of one novice ESL teacher and one expert ESL teacher in teaching reading in a senior high school of Qinghai province. Employing a case study approach, this study collected data from: (1) class observations (2) teachers’ lesson plans (3) structured teacher interviews. Results indicated that the expert ESL teacher’s beliefs are more typically reflected in his practices while the novice teacher’s practices are more contradicted to her beliefs on teaching reading. Meanwhile, this study investigated the same and different beliefs, the similar and distinguishing practices in teaching reading of the two teachers. Also, talking about the possible reasons resulting in the contradictions, for these two teachers, the teaching experience and students’ conditions rather than teachers’ training programs becomes the main factor influencing their beliefs and practices. To improve the situation in which the novice teacher’s beliefs cannot be reflected in their practices, some possible solutions were put forward in this article as well. For instance, novice teachers should enhance their overall competence by communicating with experienced teachers and observing their class performances, and novice teachers should reflect on their own classes and performances in time so to better match their teaching practices and beliefs, etc.