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

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

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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
Pages (from-to)682-703
JournalResearch Papers in Education
Volume36
Issue number6
Early online date1 Jun 2020
DOIs
Publication statusPublished - 31 Dec 2021

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