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ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1529340
Pillars of Practice: Preservice Teachers' Beliefs, Their Origin, and Their Development
Provisionally accepted
Katherine Burke *
Maria Aguilar Walls 
Timothy Fukawa-Connelly Michael Smith 
Casey Crass 
Sue Kelley Elvis Wagner - Temple University, Philadelphia, United States
Drawing on a series of interviews of teacher residents, this study investigates residents' foundational beliefs, the influences that shaped them, and the extent to which they changed during their residencies. This study has three primary findings. First, residents developed a more sophisticated understanding of what relational teaching entails. Second, residents increasingly recognized the importance of making real-world connections as a motivator, though they did not fully recognize the extent to which students' individual or cultural knowledge could be as an instructional resource. Third, residents increasingly asserted their teacherly identities and used their university courses as tools for reflection, rather than as dictates to be followed.
Keywords: teacher development, beliefs, interpersonal relationships, real world connections, Mentorship
Received: 16 Nov 2024; Accepted: 17 Feb 2025.
Copyright: © 2025 Burke, Walls, Fukawa-Connelly, Smith, Crass, Kelley and Wagner. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Katherine Burke, Temple University, Philadelphia, United States
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