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Many studies on teaching interventions have shown that the way teachers teach and learn depends on whether their beliefs are confronted in ways that allow for change to occur.

If teacher education programs are to make a difference in the deep structure of knowledge and beliefs held by the student teachers, their beliefs should be surfaced and acknowledged.

The challenge for teacher education goes beyond imparting a knowledge base that is, at best, uncertain, to fostering conversations that incorporate the preconceptions and varied interests and messages that affect how student teachers view and learn from their teacher education programs.

For more information see eSTEP research http://www.wcer.wisc.edu/estep/research.asp.