Influence on the practical training period in beliefs about teaching of future teachers

Abstract

This paper analyzes the belief systems on the teaching of 6 cases of students of the Master’s Degree of the Faculty of Education of Albacete and the influence that the practical training period may have on the consolidation of these belief systems. It is based on the guess that these belief systems are consolidated throughout the entire school career and that the influence of university education is scarce. In order to achieve this, different research techniques have been used, all from a qualitative perspective, based on the typology of didactic tendencies of R. Porlán (1989) according to the reworking of J. Carrillo (1998). The main conclusions are that belief systems are better suited to the spontaneous teaching model and that the traineeship only serves to reinforce the belief system that students already possess.