Didactic beliefs and their manifestation in the instructional practices of student teachers: a theoretical and empirical investigation

This study aims to examine the extent to which student teachers’ didactic beliefs are reflected in their instructional strategies during the pedagogical practicum. The research seeks to determine how beliefs regarding the teaching process—whether student-centered or content-centered—influence the selection of didactic methodologies and the nature of interactions with pupils. Grounded in the premise that student teachers’ understanding and conceptualization of the teaching-learning process—namely, their beliefs and pedagogical orientations—represent a critical factor in the selection of effective instructional methods, the study addresses both theoretical considerations related to didactic beliefs as a key dimension of the educational process and empirical findings derived from an investigative approach. Specifically, the research focused on how students in teaching practice select and combine various categories of instructional methods in the context of teaching and learning activities. The central research questions guiding this inquiry were:To what extent do didactic beliefs influence the manner in which student teachers engage in pedagogical practice? How do these beliefs affect the organization of instructional activities and the choice and implementation of teaching-learning methods?In what ways do these beliefs shape interactions with pupils? The research findings indicate that the conceptual dimension—how student teachers perceive and relate to the act of teaching and learning, as well as to the roles of the teacher—significantly informs their selection and application of instructional methods and, consequently, impacts student learning outcomes. An optimal and balanced adaptation to diverse teaching scenarios is underpinned by a modern, student-centered pedagogical approach that emphasizes the development of intellectual and practical-applied competencies in learners.