Pre-service Teachers' Professional Learning Orientation

The aim of this study is to identify and understand pre-service teachers' professional learning orientation. Data were collected through semi-structured interviews, with a total of 24 pre-service teachers from two universities. Data analysis using type-forming qualitative content analysis has been applied. As a result, two different orientations have been found: Respondents with a Low Learning-Orientation regard professional expertise as a fixed trait, classify their own expertise as high, report little or no learning through mentoring, and they only sporadically permit modifications. Respondents with a High Learning-Orientation regard their own expertise as a developmental process. They are interested in examining their own teaching and in redesigning their lesson plans. Consequences for further research and practical needs in teacher education are presented.