ABSTRACT
Various experiences in teacher education show that student teachers’ decisions during the lesson do not follow general and subject related pedagogical theories which are offered to them in teacher training. The orientations which are actually effective are rooted in pedagogical everyday ideas. These ideas typically develop long before teacher training and influence the way the student teachers think about teaching. For the subject related training, this situation results in considerable problems which are described in two case studies. In both cases, teacher training did not take into account the solidity of the already existing conceptions and therefore failed to correct them. In the following, methods and results of investigations are described, the goal of which is to find prospective physics teachers’ conceptions and their real orientations in physics teaching.
