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Examining changes in pre-service teachers' beliefs of pedagogy

Journal Article


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Abstract


  • Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers’; pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree.

    This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are educational opportunities when pre-service teachers are most receptive to building new teaching practices. The implication of this research is that pedagogical teaching in teacher education can be improved by a better understanding of how pedagogy beliefs evolve over the duration of the course.

    Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers’, their pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree.

    This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are educational opportunities when pre-service teachers are most receptive to building new teaching practices. The implications of this research are that pedagogical teaching in teacher education can be improved by a better understanding of how pedagogy beliefs evolve over the duration of the course.

Publication Date


  • 2016

Citation


  • Sheridan, L. (2016). Examining changes in pre-service teachers' beliefs of pedagogy. Australian Journal of Teacher Education, 41 (3), 1-20.

Scopus Eid


  • 2-s2.0-84962840767

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3034&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2035

Number Of Pages


  • 19

Start Page


  • 1

End Page


  • 20

Volume


  • 41

Issue


  • 3

Place Of Publication


  • Australia

Abstract


  • Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers’; pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree.

    This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are educational opportunities when pre-service teachers are most receptive to building new teaching practices. The implication of this research is that pedagogical teaching in teacher education can be improved by a better understanding of how pedagogy beliefs evolve over the duration of the course.

    Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers’, their pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree.

    This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are educational opportunities when pre-service teachers are most receptive to building new teaching practices. The implications of this research are that pedagogical teaching in teacher education can be improved by a better understanding of how pedagogy beliefs evolve over the duration of the course.

Publication Date


  • 2016

Citation


  • Sheridan, L. (2016). Examining changes in pre-service teachers' beliefs of pedagogy. Australian Journal of Teacher Education, 41 (3), 1-20.

Scopus Eid


  • 2-s2.0-84962840767

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3034&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2035

Number Of Pages


  • 19

Start Page


  • 1

End Page


  • 20

Volume


  • 41

Issue


  • 3

Place Of Publication


  • Australia