The current study adopted a longitudinal design to investigate 105 EFL
teachers' belief change after a three-month teaching practicum. Pre-test
and post-test questionnaires were administered before and after the
practicum. Repeated measures and t-test data analyses were used to
examine differences across different aspects of beliefs, and differences
of teachers' beliefs before and after the practicum. Further content
analyses of interview and reflective journals were conducted to find out
the change and its potential factors.