Are the Beliefs of Future Primary Teachers Determined by Teachers in Teacher Training? Shared beliefs as a quantity in teacher training

Today, it is undisputed that the beliefs of teachers have a strong impact on their professional behavior. We therefore assume that the beliefs of teachers in teacher training also have a strong influence on the students they educate. Due to the fact that there are several actors participating in teacher training (specialized trainers/didactics specialists, educational scientists and teachers in practical training) it is justified to ask whether these actors have in common something like shared beliefs and whether these - if they are in fact shared - are of stronger impact. On the basis of both the TEDS-M data and an additional survey, the authors analyze, in a first step, in how far teachers in teacher training working in Swiss primary-teacher education in the German-speaking cantons do have shared beliefs with regard to teaching and learning, to the nature of mathematics, and to the acquisition of mathematical competences. The results show that a) there are few shared beliefs among those responsible for teacher training and b) students in teacher training adapt their beliefs rather to lecturers in mathematics/mathematical didactics than to lecturers in educational science or to teachers in the practical field.