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lopment programmes made to the cultivation of educationaltalents home and abroad, problems and deficiencies have been revealed (Peacock 2001;Johnson 2006; Kang et al. 2009). Researchers suggest a variety of areas be strengthened:put on a sounder education system; better linkage among courses (avoid overlaps); moreteaching practice; more input on management of balancing the joint education ofpre-service and in-service teachers, to name just a few.As stated above, although much research on teachers' beliefs and teacherprofessional development programmes has been done, a more specific perspective hasfailed to be investigated. Therefore, more attention should be put to the interrelationshipbetween beliefs and teacher professional development programmes.

2. Literature Review

2.1 Teacher beliefs
Belief is a commonly seen concept in various research literatures in fields likesociology, anthropology, Psychology, philosophy, etc. It receives much attention.However, the fact that beliefs are studied in diverse fields has resulted in many meanings.And a specific working definition has been unable to be adopted by the educationalresearch community (Pajares 1992). It was not until the 1970s that research on teachingemphasized the significance of teachers' beliefs, which has generated a substantial bodyof research (Yu and Xin 2000; Zhao 2004; Zheng 2009). In conducting teacher education,teacher beliefs should be taken into consideration to facilitate pre-service and in-serviceteachers to develop their thinking and practice. This paper will look into some details ofpre-service and in-service English teachers' beliefs in teacher professional development.

2.1.1 Deflnition and categories of teacher beliefs
To know more about teacher beliefs, first of all, it is necessary to learn about theimportance of teacher beliefs. As Dan Lortie understood, "One's personal predispositionsare not only relevant but, in fact, stand at the core of becoming a teacher" (quoted inPajares 1992: 322). Kagan (1992) also concluded, the more one reads researches onteacher belief, the more strongly one believes that teacher belief lies at the center ofteaching. It is now accepted in general education that pre-service come to any teachereducation programme with prior experiences, knowledge and beliefs about learning andteaching (Lortie 1975). These prior beliefs can have more influence on pre-serviceteachers' future teaching behavior than anything they have learnt from the variouscourses they take throughout the teacher education program (Farrell 2006). Also, Pajares(1992) pointed out that teachers' acquisition and interpretation of knowledge andsubsequent teaching practice are greatly influenced by their educational beliefs. Roberts(1998) suggested that the main problem is not that teachers' prior beliefs are "inherentlywrong but because they are tacit". These beliefs, which may be inconsistent withteachers' future teaching contexts, confine them to a single frame of reference. In fact,Richards (1998) has declared that the influence of these prior held tacit beliefs can be very strong. They may act as a lens through which teachers view the content of theteacher development as well as their teaching experience (Farrell 2006). All in all,teachers' beliefs are of great importance to teachers and worth great efforts to beexplored.

3. Research Design......... 26-30
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