ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1630045
Beliefs of pre-service teachers and their impact on teaching practice Beliefs of pre-service teachers regarding future teaching practice
Provisionally accepted
- University of La Laguna, San Cristóbal de La Laguna, Spain
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The initial teacher training and the beliefs about their role in the classroom that they acquire throughout their training process significantly impact the construction of their teaching identity and influence their work practice. Aware of the relevance of this aspect within initial training, this study aims to analyze the beliefs of future secondary education teachers, specifically the students of the Master's Degree in Teacher Training at the University of La Laguna (ULL). Understanding these beliefs is crucial because they act as filters that condition the way future teachers interpret teaching information. A mixed methodology was used. The quantitative results were obtained using a questionnaire, adapted from Perez Gracia (2022) about the beliefs about teacher training of secondary education teachers, administered to 207 students at the beginning and the end of the 2022-2023 course. Qualitative data were obtained from a focus group in which study participants participated. The results show that future teachers' beliefs, before and after completing the master's degree, have not changed. Among the most relevant aspects of teaching work, mastery of specific contents, a practical training model, and a clear vocation for teaching stand out.These results underscore the need for training interventions that integrate early practical experiences to bring about adjustments in teaching beliefs. The results show that there are no significant differences in beliefs about disciplinary knowledge, a practical training model, and the teaching vocation once initial training is completed.
Keywords: beliefs, Educational Quality, Educational strategies, secondary teacher education, secondary school teachers, Teaching skills
Received: 16 May 2025; Accepted: 21 Jul 2025.
Copyright: © 2025 Perdomo-López, Pérez-Jorge and González-Afonso. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Carmen de los Ángeles Perdomo-López, University of La Laguna, San Cristóbal de La Laguna, Spain
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