Pre-service Teachers’ conceptions of their own learning: does context make a difference?
- 1 June 2020
- journal article
- research article
- Published by Taylor & Francis Ltd in Research Papers in Education
- Vol. 36 (6), 682-703
- https://doi.org/10.1080/02671522.2020.1767181
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. We found 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.Keywords
Funding Information
- funding agencies
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