1 Introduction

This article introduces the importance of teaching and research in the evaluation of university teachers, and points out that research on foreign language teachers focuses more on the development of teaching abilities and less on research abilities. In recent years, teaching and research, as two important components of teachers' academic development, have begun to receive more attention. This study incorporates both academic teaching and research into the scope of academic development. Seven English teachers from a certain university are selected as research subjects to explore the relationship between their academic beliefs and academic practices, aiming to provide reference for the academic development of English teachers in universities.

2. Academic Beliefs and Practices of Teachers

Explored the concepts and interrelationships between teachers' academic beliefs and academic practices. Teacher academic beliefs involve their understanding of academia and attitude towards participating in academic research, while academic practice includes behaviors such as publishing papers, monographs, and applying for projects. Research has shown that there are two types of relationships between teacher beliefs and practice: beliefs guide practice, or practice is inconsistent with beliefs. However, the specific relationship between teachers' academic beliefs and practice is still unclear and requires further research.

3 Research Design

Introduced the research design, including research questions, subjects, data collection and analysis methods. The research focuses on the academic development beliefs and practices of English teachers in universities. The research subjects are seven English teachers with different professional titles and educational backgrounds from a certain university. The data collection was conducted using semi-structured interviews, with a total duration of 333 minutes and a transcribed text of 72825 words. The analysis method is grounded theory, which conducts bottom-up analysis through open coding, axial coding, and selective coding. The Kappa coefficient is 0.86, indicating high reliability.

4 Research Results and Discussion

The study revealed three stages experienced by seven university English teachers in the process of academic belief construction: deficiency, construction, and establishment. At first, teachers lacked clear goals for academic development, but key events such as conferences and mentor encouragement prompted them to establish academic beliefs. The formation of these beliefs is influenced by internal and external forces, such as personal ambition and changes in academic environment. In the process of belief construction, teachers face challenges such as the deconstruction of old ideas and the construction of new ideas, such as rejection of submissions, but positive feedback such as paper publication enhances their academic confidence. The guidance of key figures plays an important role in helping teachers overcome difficulties and enhance confidence.

5 Conclusion

Summarized the academic development of seven university English teachers and revealed the mutual influence between academic beliefs and practice. Key events play an important role in establishing teachers' academic beliefs, and the combination of internal and external driving forces helps to build beliefs. The research aims to help English teachers enhance their beliefs and overcome difficulties in academic development. The interviewed teachers are all non doctoral students, and currently, most newly hired teachers in universities have doctoral degrees. There may be differences in their academic development paths, which require further research.