Teacher Education as the Development of Student Teachers’ Preconceptions and Beliefs

<p style="text-align: justify;" align="justify">The article examines the role of initial pedagogical<span lang="en-US"> preconceptions and</span> beliefs held by students in teacher <span lang="en-US">education </span>programs as they begin to engage with pedagogical education curricula. It highlights the significance of school experiences in shaping these beliefs. The article analyzes the reasons for their sustainability during the subsequent acquisition of the educational program by future <span lang="en-US">teachers</span> at the university level. The author argues for the necessity of designing teacher <span lang="en-US">education</span> programs in the form of a sequential and specially organized transformation of initial pedagogical <span lang="en-US">preconceptions and </span>beliefs, aimed at fostering conceptual change and developing the practical thinking of future educators.</p>