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.

摘要

我们对职前教师 (PST) 对自己学习的概念进行了分析，重点是 PST 学习的地方与他们自己的学习概念之间的关系。我们的数据来自对 PST 进行了为期六个月的深入访谈，他们在不同的教学途径上。我们确定了学习教学的四个组成部分：关于教学知识的信念以及反思的重点、时机和自我决定。我们发现 PST 的概念与他们进入教学的途径（由学校或大学领导）之间的关系较弱，而他们自己的学习概念与他们在学校的指导经验之间的关系较强。