Questionnaires were administered to 34 students and 27 teacher graduates of a university geography teacher education programme in order to test the contention that the use of critically reflective methods in pre‐service education facilitates the attainment and retention of progressive attitudes and teaching practice. Both students and teachers demonstrate a favourable attitude towards the value of progressive teaching methods, with no loss of idealism as a result of school experience. However, both groups report that they use progressive methods less and traditional methods more frequently than they feel they should. The findings suggest that the use of critically reflective techniques in geography teacher education contributes to the retention of progressive attitudes among graduates but that school and education authorities need to ensure that they address conditions hindering the implementation and maintenance of progressive practice in the classroom.
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Ballantyne et al. (1993) studied this question.
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