1.2.3.1 Resistance to change
Williams and Burden (1997: 56) report that beliefs 'tend to be culturally bound, to be formed early in life and to be resistant to change. Beliefs about teaching, for example, appear to be well established by the time a student gets to college.' Furthermore, much information processing and development of understanding goes on at a subconscious level, and there is a danger on intensive teacher training programmes where new ideas and experiences come thick and fast, that teachers will subconsciously reject or fail to absorb potentially useful material.

This does not mean that teacher education is redundant, however. If given time and encouragement to consider new material and experiences, teachers may adapt their understanding, and learning will take place in a deep sense.

Beliefs may also change in contexts other than formal teacher education programmes, especially in the every day work situation. This is most likely to happen when teachers engage in a process of critical reflection on the nature and origin of their practice and underlying beliefs. In addition to the activities included in this module, activity cycle 5 (section 1.5) considers ways to facilitate noticing, challenging and changing beliefs and professional behaviour.