Educational concept and initial teacher education

Abstract

This paper discusses the concept of beliefs of in-service and pre-service teachers at faculties of education in different conceptual and terminological determinations, as well as the results of respective relevant research about their connection with the orientation towards the application of specific teaching methods in specific learning situations. It has been stressed that significant changes in teaching could occur if future teachers dealt with personal theories that become visible through a process of self-reflection. In the area of initial teacher education it is necessary to abandon traditional models of training and practising technical skills and rather direct the teaching process to active learning, and to understanding the curricular contents of theoretical nature with respect to students’ experience that relies on the underlying theoretical knowledge, which allows reconsideration of their own beliefs and practices.