Abstract

This paper reports the results of a qualitative research study designed to examine the effectiveness of an attempt
to make a conceptual change among pre-service teachers to their role as trainees and the role of their pedagogical
advisor. The participants are six Arab-Muslim female student teachers who are highly influenced by their first
learning experiences, based on rote learning and memorization. Therefore, they tend to prefer ready-made
approaches to risk taking, trial and error and enquiry manifested by employing different teaching methods, ideas
and techniques. They also tend to prefer authority controlling relationships rather than perceiving learning and
teaching as a long-life process. The results indicate some improvement in their inclination to depend on the
pedagogical advisor and their willingness to try different methods of teaching, activities and techniques, making
mistakes and learning from them. However, more time and ample opportunities for practice are needed to
achieve the desired change.

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