As is recognized by many teacher educators, teacher candidates enter their teacher preparation programs with individual attitudes, views, beliefs, or personal theories of teaching (Lortie, 1975; Pajares, 1992; Richardson, 1996, 2003). These views may or may not change, develop, or consolidate as a result of coursework and field experiences throughout the teacher preparation program. Nevertheless, in order to guide, assist, and encourage teacher candidates in their professional development, and prepare them to make decisions based on well-articulated visions of practice formed from moral considerations of justice, responsibility, and virtue (Shulman, 1998), we believe it is important for university-based teacher educators to be aware of their teacher candidates' beliefs, and the cooperating teachers' beliefs, and to compare these beliefs to their own beliefs
