Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs

In this study, eight Chinese student teachers' beliefs and the role of teaching experiences in their belief development were explored using qualitative approaches. Within- cross-case content analyses indicate that, first, most teachers held both pupil- teacher-centred beliefs, some these contradicted each other. Second, three types processes identified describing development: confirmation, change elicitation. Most often, confirmed teachers’ which resulted all our study being more after internships.