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i Acknowledgments ii List of Tables iv List of Figures v Chapter 1:Introduction 1 Chapter 2: Review of the Literature 2.1: The Nature of Preservice Teacher Beliefs 4 2.2: How Preservice Teachers Construct Knowledge 8 2.3: Recent Studies in Preservice Teacher Training 10 2.4: Summary and Research Questions 13 Chapter 3: Methodology 3.1: Setting 16 3.2: Participants 25 3.3: Data Sources and Collection 26 3.4: Data Analysis 28 3.5: Researcher Role and Reliability 30 Chapter 4: Results and Discussion 4.1: Results 4.1a: Rebecca 32 4.1b: Lisa 39 4.1c: Jesus 46 4.1d: Doris 50 4.2: Discussion 57 4.3: Summary 69 Chapter 5: Implications and Conclusion 5.1: Summary of Findings 72 5.2: Implications and Suggestions 78 5.3: Limitations and Areas for Further Research 87 5.4: Conclusion 89 References 90 Appendices A: Sample Interview Questions 96 B: Program Requirements for MA TESOL 98 B: Program Requirements for Teaching Portfolio 100 iv LIST OF TABLES Table 1: Overview of Program Curriculum 19

The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program