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 language | English |
|---|---|
| Pages (from-to) | 682-703 |
| Journal | Research Papers in Education |
| Volume | 36 |
| Issue number | 6 |
| Early online date | 1 Jun 2020 |
| DOIs | |
| Publication status | Published - 31 Dec 2021 |
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. We wish to thank the institutions and pre-service teachers participating in this research. We are grateful for helpful suggestions received from two anonymous reviewers and participants in the biennial conference of the European Association for Research in Learning and Instruction, Tampere, 29th August-2 September 2017, for helpful comments on earlier drafts of this paper. We are grateful to anonymous referees for their very helpful comments which have helped in the preparation of this paper.