Abstract
Understanding student teachers’ development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education.
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