Abstract
This paper presents the findings from a longitudinal study of teachers learning to teach English in Hong Kong secondary schools who were enrolled on the BA course in Teaching English as a Second Language (BATESL) at the City University of Hong Kong. The purpose of the study is to try to determine the extent to which the beliefs and knowledge of pre-service English teachers change between leaving secondary school and entering the teaching profession. A detailed questionnaire was completed by a cohort of student teachers as they began the course in 1994 and again upon graduation from it in 1997. The results of the comparison between the two administrations reveal that pre-service teachers' beliefs and knowledge are based on their experiences as students within the education system; are strongly influenced by their time in classrooms during practice teaching; but are changed relatively less by the training that they receive in their BA course.
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