Learning to Teach: Tracing and Understanding Changes in Pre-Service Teachers' Pedagogical Knowledge.

The present study investigated the effects of a pre-service teaching program on changes in student teachers’ pedagogical knowledge. Twelve student teachers drew a concept map on “effective teaching” on four separate occasions at two designated points each before and after field teaching during a period of eight months. Five in-service teachers were also recruited to draw the map. The results showed a developmental trajectory of pedagogical knowledge in this particular group of student teachers during the period in which they received the training program. Their pedagogical knowledge appeared to be

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