well with students, present the material, and the students will learn. They tend to overestimate the affective variables and underemphasize the fact that it is their cognitive knowledge that is most critical in becoming an effective teacher.
This study has great relevance for the future of teacher education. If these students come to teaching programs with preconceived ideas that they know all there is to know about teaching, and that the course work is really a waste of time, they are not going to become good teachers. Most of the students in the study by Ross believed that the course work merely confirmed what they already knew, and that they were ôspecialö because of their calling to teach, and that is what would make them good and effective teachers. They were not open to new ideas which challenged their own beliefs. Under present systems, these students would fail to become effective teachers because their minds were closed to receiving instruction and new information necessary to become an effective teacher. This needs to be borne in mind by
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