The development of student teachers' beliefs through their initial teacher training

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationThe ACSA 1999 Collection: Conference papers: Framing the future
Editors Australian Curriculum Studies Association
Place of PublicationDeakin West, Australian Capital Territory
PublisherAustralian Curriculum Studies Association
Pages169-187
Volume1
Publication statusPublished - 1999

Citation

Chan, K. S. J., & Lam, C. C. (1999). The development of student teachers' beliefs through their initial teacher training. In Australian Curriculum Studies Association (Ed.), The ACSA 1999 Collection: Conference papers: Framing the future (Vol. 1, pp. 169-187). Deakin West, Australian Capital Territory: Australian Curriculum Studies Association.

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