High-stakes standards-based accountability reforms are changing teacher education. A key set of participants in this process who have been affected by these reforms are the teacher candidates. Many were educated almost entirely in high-stakes education systems. Yet, little is known about how their experiences as students affect their conceptions of teaching and learning or how their teacher education programs alter these perceptions. This article presents findings from a case study that explored these critical issues. It reveals that these candidates entered their teacher education program with a complex understanding of the impact of these reforms on teaching and learning. These findings also illuminate how these prospective teachers’ coursework and field experiences affected their conceptions of these constructs. This article ends by offering suggestions to teacher educators on how to incorporate these candidates’ skills and knowledge into their programs so that they can assist their candidates in becoming effective teachers.
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