Beyond Belief: Preservice Teachers' Planned Instructional Strategies

Abstract

Abstract This research describes a mixed-methods study of preservice teachers' planned instructional strategies. Of special interest were the preservice teachers' most salient strategies and how often these preservice teachers planned to use each one. Contrary to many earlier findings on preservice teachers' beliefs, results from this study of planned action indicate that preservice teachers in all content areas choose a variety of instructional strategies, although the extent of use for any one strategy differs across content domains. As such, we discuss the role of planned action as a focus for studying preservice teachers.