Early Childhood Prospective Teacher Pedagogical Belief Shifts Over Time

Prospective teachers' shifts of pedagogical beliefs over time were examined in this study. There were significant differences found between beliefs reported at the onset of a teacher education program when compared to beliefs reported at graduation and after one year of employment. Prospective teachers had higher mean scores on learner-centered beliefs at graduation and after one year of employment than did students at the beginning of the teacher education program. The findings revealed the changes of prospective teachers' beliefs as a result of participation in one early childhood teacher education program.