Student teachers entered their initial teacher education with their own preconceptions of teaching and learning based on their past experiences. These preconceptions were further developed during their course of study in the initial teacher education. The present study explored two groups of student teachers’ development of beliefs in learners, teachers’ roles, teaching strategies, classroom management and subject matter knowledge. It was found that subject matter knowledge had significant impact on student teachers’ belief development. Copyright © 1999 Australian Curriculum Studies Association Inc.
|Title of host publication||The ACSA 1999 Collection: Conference papers: Framing the future|
|Editors||Australian Curriculum Studies Association|
|Place of Publication||Deakin West, Australian Capital Territory|
|Publisher||Australian Curriculum Studies Association|
|Publication status||Published - 1999|