Conception of knowledge with future teachers

Abstract

Conception of knowledge is becoming an important part of a teacher's professional image. In the beginning, the author defines four most frequent notions of quality knowledge: 1. acquiring knowledge, 2. understanding, 3. processed knowledge and 4. personality changes. In her survey, she has found out that 55% of future teachers at the beginning of their university studies had chosen the second category (understanding); at the end of studies 34% already claimed that this is processed knowledge, and only 5% chose the last category, namely personality changes. The author concludes with the suggestion that the first to ask themselves the above mentioned questions are the educators of future teachers.