This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. The study's first purpose was to determine whether preservice teachers tend to possess a predominant discipline style. The second purpose was to ascertain the degree to…

Surveyed preservice teachers regarding their perceptions of effective teachers' characteristics and whether those perceptions were related to educational beliefs. Respondents believed that many characteristics reflected effective teaching (student centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about…

Evidence suggests that teacher beliefs drive instructional pedagogy. Yet, although antecedents of educational beliefs have been identified (e.g., family influences), these factors tend to be immutable, thereby having only minimal implications for intervention. Teacher efficacy appears to offer a viable avenue for research on the antecedents of…

This study examined trends in teacher candidates' educational beliefs over time. Participants were 84 teacher education candidates enrolled in several sections of an introductory-level education class for education majors at a southeastern university. They were administered the Witcher-Travers Survey of Educational Beliefs (WTSEB) both on the…

The purpose of this study was to examine the link between preservice teachers' educational beliefs and their discipline orientation. Participants were 134 preservice teachers enrolled at a large university in a southeastern state. A discriminant analysis revealed a statistically significant relationship between discipline orientation and…