Match or Mismatch? How congruent are the beliefs of teacher candidates, cooperating teachers, and university-based teacher educators?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ye He, Assistant Professor (Creator)
Barbara B. Levin, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: As is recognized by many teacher educators, teacher candidates enter their teacher preparation programs with individual attitudes, views, beliefs, or personal theories of teaching (Lortie, 1975; Pajares, 1992; Richardson, 1996, 2003). These views may or may not change, develop, or consolidate as a result of coursework and field experiences throughout the teacher preparation program. Nevertheless, in order to guide, assist, and encourage teacher candidates in their professional development, and prepare them to make decisions based on well-articulated visions of practice formed from moral considerations of justice, responsibility, and virtue (Shulman, 1998), we believe it is important for university-based teacher educators to be aware of their teacher candidates' beliefs, and the cooperating teachers' beliefs, and to compare these beliefs to their own beliefs.

Additional Information

Teacher Education Quarterly,35(4), 37-55.
Language: English
Date: 2008
Teacher education, Teacher preparation programs, Teacher educators, Attitudes, Dissonance

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