Mike Younger *, Sue Brindley, David Pedder, Hazel Hagger
This article focuses upon the developing professionalism and emergent thinking of 36 secondary trainee teachers, in terms of their motivation to teach, their early beliefs about teaching and the teaching-learning process and their views of themselves as trainee teachers. It analyses their perspectives on how they expect to learn to become teachers and how these perspectives match with their early experiences on their training courses. Discussion of these starting points of beginning teachers reveals some unde…
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