This study sought to assess the influence of an intensive social studies teacher preparation program on the belief of a cohort of graduate preservice teachers. In particular, it sought to determine whether the participants' methods courses, field experiences and student teaching led to changes in their beliefs about teaching and learning social studies. The findings suggest that the experiences they had in their courses as well as in the schools both had a discernable impact. As they clarified their own beliefs, these preservice social studies teachers developed a favorable disposition to student-centered approaches to the teaching and learning of their subject.
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