Abstract
This study points out the necessity of clarifying the beliefs of Japanese language teachers in order to review the training methods for Japanese language teachers in China. Issues within the Japanese language teacher beliefs include a lack of theoretical framework for analyzing beliefs and insufficient analysis of interactions with learners. To address these issues, the study uses symbolic interactionism as a theoretical framework and focuses on the interactions between teachers and learners in practical settings to explore the beliefs of Chinese Japanese language teachers. The study found beliefs related to understanding learners' learning and psychological aspects.
