Congruence of student teachers' pedagogical images and actual classroom practices

Lena FUNG, Pui Yu Lina CHOW

Research output: Contribution to journalArticles

21 Citations (Scopus)


An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences. Copyright © 2002 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)313-321
JournalEducational Research
Issue number3
Publication statusPublished - 2002


Fung, L., & Chow, L. P. Y. (2002). Congruence of student teachers' pedagogical images and actual classroom practices. Educational Research, 44(3), 313-321.


  • Student teachers
  • Pedagogical images
  • Classroom practice

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