Abstract
This study compares the content and sources of the pedagogical beliefs of 106 pre‐service teachers in two teacher education programmes in China and the USA. Qualitative data were collected using an open‐ended survey instrument to compare similarities and differences in the content and sources of participants’ pedagogical beliefs. The findings illustrate ways in which the pedagogical beliefs of pre‐service teachers in both countries are similar and different, and potential sources for these differences are discussed.
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