This paper reports the preliminary findings of a longitudinal study which aims at documenting the changing conceptions of teaching of pre-service teachers as they negotiate through a teacher development programme. The extant literature highlights how initial teacher conceptions later compete with the effects of teacher education in explaining teacher’s professional choices. We present here the findings related to beliefs about effective teaching. In a context where the focus is on improving teacher quality, documenting and examining teacher conceptions of effective teaching in relation to the current provisions of teacher education programmes can prove to be insightful for teacher education institutions in terms of the design of learning experiences for pre-service teachers. Unlike many studies in this field which use close-ended questionnaires, data was generated by means of a questionnaire containing open-ended questions from a sample of one PGCE cohort (78 students) and one cohort of Teacher’s Diploma (247 students). Pre-service teachers’ prior conceptions of effective teaching are mapped out and discussed along the lines of the anticipatory socialisation theory. Narratives of pre-service teachers reveal the presence of a strong personal epistemology about what effective teaching is based on their own experience as learners.
|Keywords:||Teacher Education, Beliefs about Effective Teaching Anticipatory Socialisation|
Associate Professor, Education Studies Department, Mauritius Institute of Education, Reduit, Mauritius
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