ABSTRACT
For nearly 20 years, scholars have reported the impact of ideology on teacher preparation (Armaline & Hoover, 1989). However, not all researchers use ideology to examine candidates’ belief systems. Studies on teachers and candidates examine isolated concepts such as: attitudes (Cho & DeCastro-Ambrosetti, 2005/2006; García-Nevarez, StaŒord & Arias, 2005), dispositions (Borko, Liston & Whitcomb, 2007; Villegas, 2007), beliefs (Flores, 2001; Karabenick, & Clemens-Noda, 2004), and values as individual phenomena rather than as intersecting and mutually inÄuencing notions. We view ideology as socially and politically constructed, intersecting and mutually inÄuencing attitudes, dispositions, beliefs, values, and worldviews.
