ABSTRACT
This chapter aims to better understand teacher educators' conceptions about teaching within teacher education, it is important not to ignore their conceptions of how students should learn to teach. It accounts several personal and contextual factors in order to explore their possible differential impact on teacher educators' conceptions and strategies. Many contemporary pre-service teacher education programmes aim to enhance the self-regulation and active knowledge construction of student teachers. The chapter uses a selection of scales and transformed the scales from the existing questionnaire into scales applicable in teacher education contexts. A part of the explanation may lay in the fact that in the Inventory of Learning to Teach Process (ILTP-TE) scales the dimensionality of teacher-centredness is less captured within the present scales. The ILTP is a reliable and valid self-report questionnaire which examines conceptions with regard to learning to teach among student teachers, the cognitive and regulative activities which they undertake and aspects of emotion regulation.
