Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience

Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.[EN] Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.Deygers, B.; Kanobana, S. (2016). Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience. En 2nd. International conference on higher education advances (HEAD'16). Editorial Universitat Politècnica de València. 26-34. https://doi.org/10.4995/HEAD16.2015.2465263