Many educators agree that pre-service teachers bring into their teacher education programs previously constructed ideas and beliefs about students, teaching, and learning. They contend that it may be difficult for students to change these constructs when participating in a teacher education program whose views of instruction are not congruent with their own. This article attempts to assess the ideas and beliefs of pre-service students entering a social studies education program. Using drawings and written statements, the authors have developed an evaluation instrument that assesses pre-service social studies students' beliefs regarding instruction in social studies. Fifty-two secondary pre-service social studies teachers took part in a study which explored the use of the evaluation instrument. We see the use of this instrument as a way for pre-service students to reflect on their personal beliefs about teaching social studies and also help faculty with understanding how their student's attitudes and beliefs coincide with their instructional approach.
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