Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult?

Research shows that most training programs aimed at qualifying pre-service teachers (PST) have a slight influence on their beliefs regarding learning and teaching. In order to understand the reasons of this phenomenon we asked our PST to write a portfolio while experiencing learning via a computerized-project-based-learning (CPBL) approach. Analysis of the PST's portfolio raised two main possible reasons for the stagnation of their beliefs: a lack of sufficient success in achieving expected goals, and an inadequate synchronization between the experience of innovative approaches and their implementation. In this paper we present a case study of one of our PST written reflections, in which those two issues are addressed. [For complete proceedings see ED496851.]