Deygers, BartKanobana, Sibo2017-07-172017-07-172016-10-279788490484753https://riunet.upv.es/handle/10251/85233Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.[EN] Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.9Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)Higher EducationLearningEducational systemsTeachingCapítulo de libro10.4995/HEAD16.2015.2465Abierto