Challenging Prospective Teachers' Beliefs During Early Field Experience: A Quixotic Undertaking?
- 1 May 1990
- journal article
- research article
- Published by SAGE Publications in Journal of Teacher Education
- Vol. 41 (3) , 12-20
- https://doi.org/10.1177/002248719004100303
Abstract
Field experiences are rarely designed to challenge prospective teachers' underlying beliefs about teaching and learning. In the experience described here, teacher education students are deliber ately brought face-to-face with their assumptions through encounters with negative numbers, third-graders, and an unconventional teacher. Although the students appear to reconsider their beliefs, such changes may be superficial and short-lived.Keywords
This publication has 4 references indexed in Scilit:
- The liberal arts: Will more result in better subject matter understanding?Theory Into Practice, 1990
- How do teacher education faculty members define desirable teacher beliefs?Teaching and Teacher Education, 1988
- Teaching Knowledge: the lights that teachers live byOxford Review of Education, 1987
- Follow-up Studies: Are They Worth The Trouble?Journal of Teacher Education, 1981