CHANGE IN PROSPECTIVE TEACHERS’ BELIEFS ABOUT TEACHING PROFESSION AND TEACHERS’ ROLE IN PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF PAKISTAN

Abstract

The role of teachers’ beliefs is pivotal in teaching learning process. These beliefs are suggested to be shaped within the social context. Training also plays a key role in shaping the beliefs of prospective teachers. This qualitative study explores changes in prospective teachers’ beliefs about the teaching profession and the teachers’ role in education during a pre-service training. Eight prospective teachers, enrolled in a Bachelor of Education (B.Ed) program in a Pakistani university participated in the study. Their entry time beliefs were compared with completion of training time beliefs. Data were collected using semi-structured interviews. Findings reveal that prior to training the beliefs of the participants were significantly influenced by their school experiences and interactions within the society. Findings also show that these beliefs transformed substantially after they went through the teacher training program. Practicum experience and the impact of instruction in the training program were the major factors that seem to have contributed to changes in beliefs of the prospective teachers. Suggestions include the integration of topics on teachers’ beliefs about the teaching profession and the teachers’ role in the syllabi development in this and similar teacher education program.