Abstract
What impact does a teacher education program have as a source of ideas for subsequent teaching practice? To an swer this question, Clark and his col leagues collected "origins" behavior for 71 student teachers and first-year teachers. Through systematic class room observation of the subjects, 1,346 teaching behaviors were observed and analyzed. Immediately after a behavior was exhibited, the teacher described what he or she perceived as the origin of that behavior. The dominant behavior related to instructional activities and the most frequently perceived origin was "my own idea." Few behaviors were attributed by the teachers to their work with university faculty members. The authors discuss the reasons for their findings, and they propose several ways of mitigating the powerful influence of personal experience.
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