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Beliefs and Attitudes of Prospective Teachers in Two Israeli Universities

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The object of this study is to endeavour to understand the patterns of pedagogical and social beliefs and attitudes of teacher education students in two different universities in Israel—one with a religious orientation and the other with a secular orientation. The prospective teachers are currently becoming socialized into the teaching profession, and our aim is to describe and define how they perceive the multi-variate concepts central to teacher training today: pedagogical and social policy, the teacher training curriculum, the desirable lesson and teaching strategy; and the ideal student. An attempt will be made to explain the findings in light of two constructivist approaches: the Piagetian approach and the socio-cultural Vygotskian approach. The study sample consists of 203 teacher education students. It was found that teacher education students accord significance to personal experiences linked with their current and prior learning, and connected to theory.
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Document Type: Research Article

Affiliations: 1: Bar-Ilan University 2: Tel Aviv University

Publication date: January 1, 1999

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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