Abstract
Teacher belief is the internal driving force of teacher professional development, which has been paid more and more attention by scholars at home and abroad. Based on grounded theory, this study used NVivo 12 software to conduct qualitative analysis of 28 relevant literatures. It is found that there are many factors affecting the beliefs of pre-service English teachers, and there are hierarchical relationships in these factors. Personal backgrounds are the internal factors that affect the beliefs of pre-service English teachers, while family, society and school are the external factors. The internal and external factors are interrelated. Among them, personal experience in personal backgrounds and school environment, educational practice and course learning in school factors belong to the core factors, and the rest are sub-core factors. The results of this study can lay a foundation for future research on the influencing factors of pre-service English teachers’ beliefs. At the same time, based on the analysis results and findings, this study also puts forward relevant suggestions, in order to provide references for constructing a systematic and scientific belief system and improving the professional development level for pre-service English teachers.