Drop-outs, transformed professionals or change makers: prospective teachers’ beliefs acting as filters, frames and guides in pre-service education

Situated in the context of English as a foreign language (EFL) pre-service teacher education in Israel, the study surfaces connections between student teachers’ (STs) evolving beliefs about teachers and teaching, their experiences during teacher education and career intentions. Findings distinguish between three distinct student teacher profiles as related to belief change and its influence on dispositions to learning and aspired career trajectories; the three groups differ in interpretation of knowledge and experience, conceptualising problems and approaching career planning. Our findings add nuance to the discussion of STs’ beliefs as a response to past experiences and the impact of the socio-cultural context on STs’ learning to teach. The findings are elaborated and discussed with implications for the preparation of prospective teachers.