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The beliefs and attitudes of preservice teachers.

Article Excerpt
Abstract

In this paper, I review issues related to the guided teaching experience between student teachers, their university supervisors and cooperating teachers, the influence these relationships have beliefs and attitudes of preservice teachers, and the implications for their program development.

Introduction

The No Child Left Behind Act requires a "highly qualified" teacher in every classroom by the 2005-2006 school year and achievement gains by all students over time. States have clearly defined what a highly qualified teacher needs to know (state standards). Universities must develop teacher education programs that will meet their states standards. Teacher education programs must focus on teacher behaviors associated with student learning and teacher cognition--beliefs, changes in beliefs and reflection (Richardson, 1996). I will focus on the beliefs and attitudes that preservice teachers bring to their teacher education program. I will describe the participants involved in the guided teaching experience and the influence they have on the beliefs and attitudes of student teachers, and I will summarize these implications have for practice.

Preservice teachers enter their teacher education program possessing their own system of beliefs and attitudes about education. Shin, Bullock & Stables (2002) state that beliefs "refer to teachers' thinking and interpretations of their work involving their feelings, attitudes, experiences and decisions". This system began to form during early experiences when they were a student themselves. Their age, gender, culture, and theoretical orientation will influence their thinking as well.

Systematically, preservice teachers are provided varied experience through course work, faculty contacts, field-based experiences, and reflective practices. Renzaglia, Hutchins and Lee (1997) stated that these practices are used to promote and cultivate beliefs and attitudes that will dictate the professional practice and decision-making of student teachers. The development of beliefs and attitudes about teaching is a continuous process. Bolin (1988) reported that beliefs and attitudes develop along a continuum and that student teachers begin forming ideas about teaching through their countless experiences as students. Uncovering student teachers' lay knowledge and beliefs can have a profound impact on how and what teachers learn (as well as unlearn) in their programs (Hammerness, 2003). Upon entering a teacher education program, a "guided teaching" relationship is formed...

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