Preconception in Students of the teaching profession: from knowledge creation and transfer to the classroom participation

Abstract

In this article we revise an extensive range of studies carried out in the last two decades on the process of becoming a teacher. We analyze the professional socialization of the teacher and the conceptual change on the understanding of teaching and apprenticeship, both referred to students of the teaching profession in primary and secondary education; focusing specifically on the formative period of the teaching practices and the first year of teaching. We find that within this process the student of the teaching profession is not only receptive to several external influences, but he/she also plays an active role in it. The identification, contrast and modification of his/her preconceptions and/or previous ideas about teaching -including attitudes, strategies and models of opening, interaction and reflection- appear to be essential for teacher and the evolution of thought.