Abstract
This paper describes a study that examined the effects of an introductory education course and a related field experience on prospective elementary teachers' optimistic biases and beliefs about good teaching. Questionnaire data are reported, and excerpts from interviews are used to illustrate the findings. Although there was a significant decrease in optimism, subjects continued to be extremely optimistic about their future teaching performance. Definitions of good teaching remained largely the same, with a strong emphasis of affective and interpersonal issues. The final section of the paper discusses strategies for promoting conceptual change.
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