Research indicates that as preservice teachers process information about the knowledge base for teaching and learning, they need to be encouraged to resolve differences among their prior beliefs, the paradigms and models being covered in education classes, and the curriculum and instruction being delivered in the schools where they participate (Feiman-Nemser and Buchmann, 1989).
Dynak, J., & Gagliano, N. (1994). Educators Collaborate to Integrate Language Arts Instruction for Preservice Teachers and Elementary Students. Reading Horizons: A Journal of Literacy and Language Arts, 34 (5). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol34/iss5/4