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

Kin Sang Jacqueline CHAN; Chi Chung LAM

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

Kin Sang Jacqueline CHAN
, Chi Chung LAM

Department of Curriculum and Instruction (C&I)

Research output: Chapter in Book/Report/Conference proceeding › Chapters

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 language	English
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
Pages	169-187
Volume	1
Publication status	Published - 1999

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The development of student teachers' beliefs through their initial teacher training. / CHAN, Kin Sang Jacqueline; LAM, Chi Chung.
The ACSA 1999 Collection: Conference papers: Framing the future. ed. / Australian Curriculum Studies Association. Vol. 1 Deakin West, Australian Capital Territory: Australian Curriculum Studies Association, 1999. p. 169-187.

Research output: Chapter in Book/Report/Conference proceeding › Chapters

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

Abstract

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