Abstract
This article describes a practical inquiry designed to access the beliefs and assess the development of beliefs of graduate preservice students enrolled in a secondary education program. The authors describe one program's attempts to surface the beliefs of its students during three semesters of coursework and fieldwork. Multiple data types are identified, described, and discussed as ways of accessing and assessing the development of beliefs. Case studies of two students reveal differences in the nature and strength of teacher beliefs and variations in the programmatic impact on these beliefs. The results of this inquiry demonstrate the importance of accessing teacher beliefs through the use of multiple forms of data and assessing the development of these beliefs across the duration of a program.
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