Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong

Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on data collected mainly through interviews with three novice English teachers formore than one year, the present study examines their firstyear teaching experience in Hong Kong secondary schools, focusing on changes of their English teaching beliefs and the impact of these changes on their identity construction. Findings reveal that while the teachers’ initial teaching beliefs were largely shaped in their prior school learning and learning-to-teach experience, these beliefs changed and were reshaped a great deal when encountering various contextual realities, and these changes further influenced their views on their teacher identity establishment, unfortunately in a more negative than positive direction. The study sheds light on the importance of institutional support in affording opportunities for novice teachers’ workplace learning and professional development

Note on Soft Graviton theorem by KLT Relation

Recently, new soft graviton theorem proposed by Cachazo and Strominger has inspired a lot of works. In this note, we use the KLT-formula to investigate the theorem. We have shown how the soft behavior of color ordered Yang-Mills amplitudes can be combined with KLT relation to give the soft behavior of gravity amplitudes. As a byproduct, we find two nontrivial identities of the KLT momentum kernel must hold.Comment: 25 page