教師信念是理解教師思維與教學實踐的重要概念，除了需要對在職教師的教師信念進行探究，對於即將成為教師的師資生亦有研究之必要，其中特別需要關注師培課程對師資生教師信念的形塑產生何種影響。為了解師資生的教師信念以及師培課程在其中的影響，本研究欲探索師資生在修習一門師資培育課程前後教師信念的異同之處及其原因。
本研究為個案研究，研究對象為某國立大學修習111-2「教育議題專題（一）-生命教育」課程之19名師資生，研究範圍為三個單元實施十四週的課程。為了探討師資生在修課前後的教師信念，本研究主要採用Personal-Meaning-Mapping（PMM）分析工具，以繪畫心智圖的方式蒐集師資生修課前後兩次教師信念圖像。在課程期間全程參與觀察並蒐集師資生的每週學習日誌，以及課後與師資生進行訪談，以輔助PMM的分析和探討師資生的教師信念與課程之關係。
本研究主要有三項發現：一、師資生修課前後的教師信念向度：通過編碼整理歸納成不同向度的教師信念，發現師資生在「個人修養與特質」、「師生關係」、「教學實務」和「學習目標與表現」向度重合度最高，而「教職期待」和「自我省思」是師資生特有的教師信念。二、師資生修課前後教師信念的異同：對師資生繪畫的兩次教師信念圖像進行對比分析，發現PMM2概念廣度、深度和完整度比PMM1高；同時發現師資生的教師信念不會隨課程有巨大的改變，師資生在修課後意識到其教師信念經歷「保留、消失、新增或更新」，並在師培歷程中持續地建構。三、影響師資生教師信念的因素：藉由訪談找出個案課程如何影響師資生的教師信念，發現課程之外影響師資生教師信念的因素有「家庭背景」和「教學實習經驗」兩項，而課程中影響師資生教師信念的因素包括「課程內容」、「課程形式」以及「模範教師」帶來的正負面影響。最後透過本研究的發現為師資培育者在課程設計提供實務建議，同時為未來研究者提供建議方向。

Teacher beliefs are an important concept for understanding teachers’ thinking and teaching practices. In addition to exploring the teacher beliefs of in-service teachers, there is also necessary to conduct research on pre-service teachers who are about to become teachers. In particular, it is necessary to pay attention to the impact of how teacher education shapes pre-service teachers' beliefs. In order to understand pre-service teachers' beliefs and the influence of teacher education, this research intends to explore the similarities, differences and reasons of pre-service teachers' beliefs before and after taking a course.
This research is a case study, and the participants involved were 19 students taking the course 111-2 "Educational Issues (1) - Life Education" at a national university. The scope of the research is a fourteen-week course implemented in three units. In order to explore pre-service teachers' beliefs before and after taking the course, this research mainly used the Personal-Meaning-Mapping (PMM) analysis tool to collect images of teachers' beliefs from pre-service teachers by drawing mind maps. During the course, the author participated in the observation and collected the weekly learning logs of the pre-service teachers, and conducted interviews with teachers and pre-service teachers after class to assist in the analysis of PMM, and also explore the relationship between the pre-service teachers' beliefs and the curriculum.
Three primary findings of this research are listed here: Firstly, dimensions of teacher beliefs among pre-service teachers before and after taking the course: By coding and sorting data, different dimensions of teacher beliefs were summarized. It was found that pre-service teachers had the highest degree of overlap in the dimensions of "personal cultivation and characteristics", "teacher-student relationship", "teaching practice" and "learning goals and performance", while "teaching expectations" and "self-reflection" are the unique teacher beliefs of pre-service teachers. Secondly, similarities and differences in teachers’ beliefs before and after taking the course: Comparing the two images of teachers’ beliefs drawn before and after the course showed that PMM2 has higher concept breadth, depth and completeness than PMM1. It was also found that pre-service teachers’ beliefs were not undergo significant changes with the curriculum. After taking the course, pre-service teachers realized that their teacher beliefs have been "retained, disappeared, added or renewal " and are continuously constructed during the teacher education process. Thirdly, factors affecting pre-service teachers’ teacher beliefs: Through interviews, found out that factors outside the curriculum that affect pre-service teachers’ teacher beliefs include “family background” and “practices experience”, and the factors in the course content including “course content”, “course format” , and the positive and negative impacts of “model teachers”. Finally, the findings of this research provide practical suggestions for teacher educators in curriculum design, and suggest directions for future researchers.

Creswell, J. W. & Clark, V. L.（2015）。如何理解研究：使用者指南（初版）〔蘇文賢譯〕。學富。（原著出版年：2009）
Merriam, S. B., & Tisdell, E. J.（2011）。質性研究：設計與施作指南〔邱炳坤等人譯〕。五南。（原著出版年：2001）
Walters, J. D.（1999）。生命教育─與孩子一同迎向人生挑戰〔林鶯譯〕。張老師文化。（原著出版年：1997）
王秀槐（2013）。在「人生三問」中「為人」與「為師」：大學師資培育生命教育課程之規劃與實踐。生命教育研究，5（2），67-101。
王秀槐（2014）。師生在生命困頓中相遇¬——師資培育生命教育課程的主題規劃與實踐行動研究。生命教育研究，6（2），63-97。
王秀槐（2016）。生命教育合奏曲——大學與中學教師合作規劃與實施師資培育生命教育課程之行動研究。生命教育研究，8（2），75-112。
王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8（2），84-98。
王鳳雄（2018）。教師工會與教師圖像。臺灣教育評論月刊，7（5），69-75。
申育誠（2020）。日本小學生命教育之初探：以道德教育教材為分析文本。國防大學通識教育學報，10，69-89。
向丹（2019）。蘇格拉底自喻中的教師圖像研究——兼議當代教師從「知識型」向「哲學式」轉型之可能。當代教育論壇，2019（5），75-81。
吳庶深、曾煥棠（2002）。先進國家與我國中等學校生命教育之比較研究。教育部委託專案報告。國家教育研究院臺灣教育研究資訊網。https://teric.naer.edu.tw/wSite/ct?mp=teric_b&xItem=1508004&ctNode=648&OWASP_CSRFTOKEN=T1TR-IS9U-NBFL-4OZM-U5FM-JCSD-6T93-QALY
宋宥賢、林顯明（2014）。「21 世紀的教師圖像:教學現場之反思」。台灣教育雙月刊，690，37-41。
李心楡（2018）。高屏地區師資培育生教育信念與生涯發展關係之研究（未出版之碩士論文）。國立屏東大學。
李珮瑜（2014）。由 Nel Noddings 關懷倫理學論教師圖像。學校行政，89，67-84。
李麗君（2004）。提昇未來師資的教學品質——從檢視與導正師資生的教學信念做起。教師之友，45（4），2-11。
李麗君（2006）。檢視師資生教學信念與其實踐之方案實施與成效。國立臺北教育大學學報：教育類，19（1），39-62。
沈連魁、劉從國（2007）。教師教學信念意涵之探討。中正體育學刊，1（1），1-11。
周玉秀（2015）。創造師生幸福感的課程。臺灣教育評論月刊，4（6），101-106。
周惠賢、楊國強（2002）。香港的生命教育：文化背景、教育改革與實踐方向。宗教教育中心。
周聖典（2016）。師資生參與服務學習課程對形塑其教師信念之影響－以東海 大學為例（未出版之碩士論文）。東海大學。
林幸宜（2005）。生命教育融入國小藝術與人文學習領域的行動研究。（未出版之碩士論文）。屏東師範學院。
林易萱、龔心怡（2017）。教師信念，專業承諾與班級經營效能比較之研究—以國高中新手與資深教師為例。師資培育與教師專業發展期刊，10（2），111-138。
林珮瑜（2009）。生命教育課程對國中學生自我概念影響之研究（未出版之碩士論文）。臺灣師範大學。
林進財（1999）。從教師教學信念與決定談教學實施與效能。中等教育，50（3），9-21。
邱亮基（2007）。電影式生命教育課程對國小學童自我概念影響之研究 （未出版之碩士論文）。國立臺東大學。
邱惠群（2001）。國中學生經驗生命教育課程之研究（未出版之碩士論文）。國立台北師範學院。
邱憶惠（1999）。個案研究：質化取向。國立高雄師範大學教育系教育研究，7， 113-127。
侯天麗（2009）。博物館學習的再發現：家庭學習研究。博物館學季刊，23（2），41-59。
施淑棉、翁福元（2020）。教育4.0教師圖像之我見。臺灣教育評論月刊， 9（12），51-55。
柏佳媛、簡宏羽（2022）。國小教師實施生命教育之現況與困難探討。臺灣教育評論月刊，11（10），105-110。
孫效智（2000）。生命教育的內涵與哲學基礎。載於林思伶（主編）生命教育的理論與實務（頁1-22）。寰宇。
孫效智（2010）。打開生命的16封信。聯經。
孫效智（2013）。大學生命教育的理念與策略。生命教育研究，5（2），1-37。
孫效智（2014）。生命教育融入十二年國民基本教育課程之研究─總計劃暨子計劃一─ 生命教育融入十二年國民基本教育課程的定位、理念與願景之研究─期末報告。國家教育研究院研發成果整合平臺。http://120.127.233.151/handle/c8w43
孫效智（2015）。生命教育核心素養的建構與十二年國教課綱的發展。教育研究，251，48-71。
徐超聖（2018）。國民小學生命教育推動同型化之探討。臺灣教育評論月刊，7（10），161-169。
高強華（1992）。教師信念研究及其在學校教育革新上的意義。教育研究集刊，34，85-114。
張芬芬（2010）。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。
張淑美（2005）。職前師資培育階段「生命教育」課程之實施與省思。教育學刊，24，67-88。
教育部（2012）。中華民國師資培育白皮書－發揚師道、百年樹人。教育部。
教育部（2021）。信念。載於教育部重編國語辭典修訂本（110年11月臺灣學術網路第六版）。2022 年 12 月 16 日，取自https://dict.revised.moe.edu.tw/dictView.jsp?ID=109380&la=0&powerMode=0
教育部（2021）。信念。載於教育部語辭典簡編本（110年11月臺灣學術網路版第三版）。2022 年 12 月 16 日，取自https://dict.concised.moe.edu.tw/dictView.jsp?ID=27811
梁福鎮（2003）。師資培育與職業倫理：教育倫理學觀點的分析。教育科學期刊，3（2），138-152。
梁鳳珠（2012）。教師教學信念之影響因素分析。教育研究論壇，3（2），157-172。
許孟琪、蔡明昌（2009）。國小教師教育信念及其生命態度關係之探討。教育心理學報，41（1），91-109。
許嘉倩（2006）。我國教師組織立法規劃之研究（未出版之碩士論文）。國立臺北教育大學教育政策與管理研究所。
郭玉霞（2000）。教師信念。載於教育大辭書／國家教育研究院樂詞網（2022年）。2022年11月28日，取自https://terms.naer.edu.tw/detail/1b89102e84852420135cc9dc230c3f0e/?startswith=zh&seq=2
陳立言（2004）。生命教育在台灣之發展概況。哲學與文化，31（9），21-46。
陳宜挺（2007）。從內容到觀點《大教學論》中的教師圖像。教育科學論壇，2007（12），8-10。
陳奎憙（1996）。教育社會學研究。師大書苑。
陳昺麟（2001）。社會科學質化研究之紮根理論實施程序及實例之介紹。勤益學報，19，327-342。
陳盈宏（2015）。杜威「民主」概念中的教師圖像。臺灣教育評論月刊，4（3），51-52。
陳虹百、廖盈婷（2021）。音樂學系鋼琴教師之教師信念、教學實踐、專業發展。關渡音樂學刊，34，49-77。
陳雅芬（2005）。臺灣中小學生命教育教材內容分析及編輯過程之研究（未出版碩士論文）。國立花蓮師範學院。
陶志瓊（2022）。教師當何為：杜威的好教師圖像闡釋。教師發展研究，2022（1），110-116。
湯仁燕（1993）。國民小學教師教學信念與教學行為關係之研究（未出版之碩士論文）。國立臺灣師範大學。
黃文三（2009）。從正向心理學論生命教育的實施。教育理論與實踐學刊，19，1-34。
黃政傑（2015）。教師圖像的翻轉。教育研究月刊，260，12-23。
楊深坑、黃嘉莉主編（2011）。各國師資培育制度與教師素質現況。教育部。
廖湘怡（2011）。皮德思（RS Peters）教育思想中的教師圖像（未出版之碩士論文）。國立臺灣師範大學。
趙長寧（2002）。師資生的教師信念發展研究-行政院國家科學委員會專題研究計畫成果報告（編號:NSC 90-2413-H-029-002）。政府研究資料系統。 https://www.grb.gov.tw/search/planDetail?id=632550
歐陽教 （1992）。教育要有人味兒。現代教育，7（28），55-64。
蔡元隆、陳佳慧（2022）。日治時期公學校臺籍教師的「教育信念」在課程與教學上的實踐之探究：以劉煥文為例。南台人文社會學報，26，1-31。
蕭佳純（2020）。師資生教師信念之縱貫性研究：以任教意願為調節變項。教育科學研究期刊，65（2），251-276。
蕭靖融（2012）。Paulo Freire 教師圖像之研究：以《 教師即文化工作者》 為例（未出版之碩士論文）。臺灣師範大學。
鮑瑤鋒、施淑棉、翁福元(2016)。臺中市六寶國小智慧教室運用之評析-以教師專業發展的觀點。新世紀幼兒教育與教育創新。愛思創幼教。
謝雅如（2009）。賈馥茗思想中的教師圖像。教育科學期刊，8（2），55-70。
顏銘志（1996）。國民小學教師教學信念、教師效能與教學行為之相關研究（未出版之碩士論文）。國立屏東大學。
顏銘志（1997）。國民小學教師教學信念、教師效能與教學行為之相關研究。國民教育研究，1，263-294。
蘇冠榮（1999）。從教師信念與理論閱讀心得檢視 Rogers 人本教育理論與教學實務的連結（未出版之碩士論文）。國立中正大學。
蘇奕娟、林新發（2020）。國民小學校長正向領導、教師專業素養與學生學習成效關係之研究。教育評鑑研究期刊，28，31-68。
Aksu, M., Demir, C. E., Daloglu, A., Yildirim, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International journal of educational development, 30(1), 91-101.
Aldemir, J., & Sezer, O. (2009). Early Childhood Education Pre-Service Teachers? Images of Teacher and Beliefs about Teaching. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 105–122.
Ansari, U., & Malik, S. K. (2013). Image of an effective teacher in 21st century classroom. Journal of educational and instructional studies in the world, 3(4), 61-68.
Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational Psychology: A Cognitive View (2nd ed.). Holt, Rinehart & Winston.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Berg, B.L. (2001). Qualitative Research, Message for the Social Sciences. 4th Edition, Allin and Bacon, 15-35.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.) Handbook of educational psychology, Macmillan, 709-725.
Chong, S., Wong, I. Y. F., & Quek, C. L. (2005). Pre-service teachers’ beliefs, attitudes and expectations: a review of the literature, Redesigning Pedagogy: Research, Policy, Practice Conferencei, https://hdl.handle.net/10497/138.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). Macmillan.
Debreli, E. (2016a). Pre-Service Teachers' Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature. Higher Education Studies, 6(1), 116-127.
Debreli, E. (2016b). Pre-Service Teachers' Belief Change and Practical Knowledge Development during the Course of Practicum. Journal of Education and Training Studies, 4(7), 37-46.
Doyle, M. (1997). Beyond life history as a student: Preservice teachers' beliefs about teaching and learning. College Student Journal, 31, 519-532.
Eisenhart, M. A., Shrum, J. L., Harding, J. R., & Cuthbert, A. M. (1988). Teacher beliefs: Definitions, findings, and directions. Educational Policy, 2(1), 51-70.
Falk, J. H. & Dierking, L.D. (2003). Personal meaning mapping. In G. Caban, C. Scott, J. Falk & L. Dierking, (Eds.) Museums and Creativity: A study into the role of museums in design education (pp. 10-18). Powerhouse Publishing.
Falk, J. H., Moussouri, T., & Coulson, D. (1998). The effect of visitors ‘agendas on museum learning. Curator: The Museum Journal, 41(2), 107-120.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.
Feiman-Nemser, S., & Others, A. (1989). Changing Beginning Teachers' Conceptions: A Description of an Introductory Teacher Education Course. Research Report 89-1. National Center for Research on Teacher Education. Retrieved from Education Collection; ERIC https://0-www.proquest.com.opac.lib.ntnu.edu.tw/reports/changing-beginning-teachers-conceptions/docview/63061547/se-2
File, N. (1994). ChildrenÕs play, teacher–child interactions, and teacher beliefs in integrated early childhood programs. Early Childhood Research Quarterly, 9, 223–240.
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us. In K.R. Harris, S. Graham, T. Urdan, S. Graham, J.M. Royer, & M. Zeidner (Eds.), APA educational psychology handbook. Vol. 2: Individual diferences and cultural and contextual factors (pp. 471–499). American Psychological Association. https://doi.org/10.1037/13274-019
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226.
Green, T. (1971). The Activities of Teaching. McGrawHill.
Holzberger, D., Maurer, C., Kunina-Habenicht, O., & Kunter, M. (2021). Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being. Teaching and Teacher Education, 100. https://doi.org/10.1016/j.tate.2021.103285
Jeon, L., Buettner, C., & Grant, A. (2018). Early childhood teachers’ psychological well- being: exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69.
Joram, E., & Gabriele, A. J. (1998). Preservice teachers' prior beliefs: Transforming obstacles into opportunities. Teaching and teacher education, 14(2), 175-191.
Kagan, D. M. (1992a). Implication of research on teacher belief. Educational psychologist, 27(1), 65-90.
Kagan, D. M. (1992b). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62, 129–169.
Kalish, R. A. (1989). Death education . In R. Kastenbaum & B. Kastenbaum (Eds.), Encyclopedia of death (pp.75-79). Oryx Press.
Kamilova, D. N., Saydalikhujaeva, S. K., Rakhmatullaeva, D. M., Makhmudova, M. K., & Tadjieva, K. S. (2021). PROFESSIONAL IMAGE OF A TEACHER AND A DOCTOR. British Medical Journal, 1(4), 4-14.
Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193–1203.
Kontos, S., & Dunn, L. (1993). Caregiver practices and beliefs in child care varying in developmental appropriateness and quality. Advances in Early Education and Day Care, 5, 53–74.
Kremer-Hayon, L. & Zuzovsky, Z. (1995). Themes, processes and trends in the professional development of teacher educators. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp.155-171). The Falmer Press.
Lelliott, A. (2007). Using personal meaning mapping to gather data on school visits to science centres. In Proceedings of the Workshop Research Methods in Informal and Mobile Learning (pp. 85-90). WLE Centre.
Levin, T., & Wadmany, R. (2008). Teachers Views on Factors Affecting Effective Integration of Information Technology in the Classroom. Journal of Technology and Teacher Education, 16, 233-263.
Lim, C. P., & Chan, B. C. (2007). MicroLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs. Computers & Education, 48(3), 474-494.
Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago press.
Margolis, J., Hodge, A., & Alexandrou, A. (2014). The teacher educator’s role in promoting institutional versus individual teacher well-being. Journal of Education for Teaching, 40(4), 391-408.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of curriculum studies, 19(4), 317-328.
Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on pre-service teachers' evolving beliefs about effective teaching. Teaching and teacher education, 26(2), 278-289.
Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Florida Institute for Human and Machine Cognition, 1(1), 1-31.
Novak, J. D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28, 117-153.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Toward a theory of conceptual change. Science education, 66(2), 211-227.
Raths, J. (2001) Teachers’ beliefs and teaching beliefs. Early Childhood Research and Practice, 3(1), 2-11.
Richardson, V. (1996).The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 102-119). Macmillan.
Rokeach, M. (1968). A theory of organization and change within value-attitude systems. Journal of Social Issues, 24(1), 13–33.
Sanger, M. N., (2017). Teacher beliefs and the moral work of teaching in teacher education. In D. J. Clandinin and J. Husu (Ed.), The SAGE handbook of research on teacher education (pp. 339-353). Sage.
Schommer, M. A. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
Sheridan, L. (2016). Examining changes in pre-service teachers’ beliefs of pedagogy. Australian Journal of Teacher Education, 41(3), 1.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Ed.), Parental Beliefs Systems: The Psychological Consequences for Children (pp.345-371). Lawrence Eribaum Ass.
Soloway, G. B., Poulin, P. A., & Mackenzie, C. S. (2011). Preparing new teachers for the full catastrophe of the twenty-first century classroom: Integrating mindfulness training into initial teacher education. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of pre-service and in-service teacher education (pp. 219–227). Rowan & Littlefield Education.
Sugrue, C. (1997). Students' lay theories and teaching identities: Their implication for professional development. European Journal of Teacher Education, 20(3), 213-226.
Tajeddin, Z., & Alemi, M. (2019). Effective Language Teachers as Persons: Exploring Pre-Service and In-Service Teachers' Beliefs. Tesl-Ej, 22(4), 1-25.
Tillema, H. H. (1995). Changing the professional knowledge and beliefs of teachers: A training study. Learning and Instruction, 5, 291-318.
Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and teacher education, 16(5-6), 575-591.
Wass, H.& Shaak, J. (1976). Helping children understand death through literature. Childhood Education, 138, 159-174.
Wilcox-Herzog, A. (2002). Is there a link between teachers' beliefs and behaviors?. Early education and development, 13(1), 81-106.
Wilke, R. (2004). How content area influences choice of instructional methods: an examination of one component of preservice teacher belief [Unpublished master’s thesis]. The Florida State University, College of Education, USA.
Wubbels, T. (1992). Taking account of student teachers' preconceptions. Teaching and teacher education, 8(2), 137-149.
Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Sage.
Yin, R. K. (2011). Applications of case study research. Sage Publications, Inc.
Zahorik, J. A. (1987). Teachers' collegial interactions: An exploratory study. Elementary School Journal, 87, 385-396.
Zheng, H. (2009). A Review of Research on EFL Pre-Service Teachers’ Beliefs and Practices. Journal of Cambridge Studies, 4(1), 73-81.