Pre-service teachers’ conceptions of their own learning: does context make a difference?

Rachel Lofthouse, Celia Greenway, Peter Davies, Dan Davies, Cecilia Lundholm

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

We present an analysis of pre-service teachers’ (PSTs) conceptions of their own learning, focusing on relationships between where PSTs learn and conceptions of their own learning. Our data come from in-depth interviews carried out over a six month period with PSTs on different routes into teaching. We identify four components of learning to teach: beliefs about knowledge for teaching and the focus, timing and self-determination of reflection. Our study suggests weak relationships between PSTs’ conceptions and their route into teaching (led by a school or university) and stronger relationships between conceptions of their own learning and their experience of mentoring in school.
Original languageEnglish
JournalResearch Papers in Education
Early online date1 Jun 2020
DOIs
Publication statusE-pub ahead of print - 1 Jun 2020

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