ABSTRACT
Much research on learning by teachers has investigated their conceptions about teaching and learning (Calderhead, 1996; Pajares, 1992; Prawat, 1992; Richardson, 1996). One line of research on the conceptions of teachers has focused on prospective teachers’ learning within teacher-education programsspecifically, how entering conceptions about teaching and learning influence whether, what, and how prospective teachers learn from formal, universitybased teacher education (Borko & Putnam, 1996; Brookhart & Freeman, 1992; Calderhead, 1991; Calderhead & Robson, 1991; Feiman-Nemser & Remillard, 1996; Freeman, 1996; Goodman, 1988; Hollingsworth, 1989; Holt-Reynolds, 1992; Kagan, 1992; Levin & Ammon, 1992; Powell, 1992; Wubbels, 1992).
