Beliefs of pre-service teachers regarding future teaching practice
The initial teacher training and the beliefs about their role in the classroom that prospective teachers acquire throughout their training significantly impact the construction of their teaching identity and influence their professional practice. Understanding these beliefs is crucial, as they act a...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1630045/full |
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| author | Carmen de los Ángeles Perdomo-López David Pérez-Jorge Miriam Catalina González-Afonso |
| author_facet | Carmen de los Ángeles Perdomo-López David Pérez-Jorge Miriam Catalina González-Afonso |
| author_sort | Carmen de los Ángeles Perdomo-López |
| collection | DOAJ |
| description | The initial teacher training and the beliefs about their role in the classroom that prospective teachers acquire throughout their training significantly impact the construction of their teaching identity and influence their professional practice. Understanding these beliefs is crucial, as they act as filters that shape how future teachers interpret teaching-related information. This study focuses on analyzing the beliefs of future secondary education teachers, specifically students enrolled in the Master’s Degree in Teacher Training at the University of La Laguna (ULL). A mixed methodology was used. Quantitative data were collected through a questionnaire on beliefs about teacher training in secondary education. This questionnaire was administered to 207 students at the beginning and end of the 2022–2023 academic year. Qualitative data were obtained from a focus group with participation from study subjects. The findings indicate that there are no significant differences in beliefs regarding disciplinary knowledge, a practical training model, and teaching vocation after completing initial training. These results suggest that certain core beliefs about teaching remain stable throughout the initial teacher training process, highlighting the need to reflect on how teacher education programs can more effectively influence the belief systems of future educators. |
| format | Article |
| id | doaj-art-311239520dff422989f3cefebf1b9a42 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-311239520dff422989f3cefebf1b9a422025-08-20T03:36:57ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-08-011010.3389/feduc.2025.16300451630045Beliefs of pre-service teachers regarding future teaching practiceCarmen de los Ángeles Perdomo-López0David Pérez-Jorge1Miriam Catalina González-Afonso2Department of Specific Didactics, University of La Laguna, San Cristóbal de La Laguna, SpainDepartment of Didactics and Educational Research, University of La Laguna, San Cristóbal de La Laguna, SpainDepartment of Didactics and Educational Research, University of La Laguna, San Cristóbal de La Laguna, SpainThe initial teacher training and the beliefs about their role in the classroom that prospective teachers acquire throughout their training significantly impact the construction of their teaching identity and influence their professional practice. Understanding these beliefs is crucial, as they act as filters that shape how future teachers interpret teaching-related information. This study focuses on analyzing the beliefs of future secondary education teachers, specifically students enrolled in the Master’s Degree in Teacher Training at the University of La Laguna (ULL). A mixed methodology was used. Quantitative data were collected through a questionnaire on beliefs about teacher training in secondary education. This questionnaire was administered to 207 students at the beginning and end of the 2022–2023 academic year. Qualitative data were obtained from a focus group with participation from study subjects. The findings indicate that there are no significant differences in beliefs regarding disciplinary knowledge, a practical training model, and teaching vocation after completing initial training. These results suggest that certain core beliefs about teaching remain stable throughout the initial teacher training process, highlighting the need to reflect on how teacher education programs can more effectively influence the belief systems of future educators.https://www.frontiersin.org/articles/10.3389/feduc.2025.1630045/fullbeliefseducational qualityeducational strategiessecondary teacher educationsecondary school teachersteaching skills |
| spellingShingle | Carmen de los Ángeles Perdomo-López David Pérez-Jorge Miriam Catalina González-Afonso Beliefs of pre-service teachers regarding future teaching practice Frontiers in Education beliefs educational quality educational strategies secondary teacher education secondary school teachers teaching skills |
| title | Beliefs of pre-service teachers regarding future teaching practice |
| title_full | Beliefs of pre-service teachers regarding future teaching practice |
| title_fullStr | Beliefs of pre-service teachers regarding future teaching practice |
| title_full_unstemmed | Beliefs of pre-service teachers regarding future teaching practice |
| title_short | Beliefs of pre-service teachers regarding future teaching practice |
| title_sort | beliefs of pre service teachers regarding future teaching practice |
| topic | beliefs educational quality educational strategies secondary teacher education secondary school teachers teaching skills |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1630045/full |
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