This study responds to Kagan's (1990) criticism about the lack of empirical evidence linking teacher conceptions (as reflected in concept maps) to their interactive behaviors, and/or their effectiveness in the classroom. Ten student teachers participated in the study. Concept maps, the Virginia observation system for the evaluation of beginning teachers, and a specific procedure to assess pupil responses to lessons were used to gather the data. The findings support a relationship between student teachers' behavioral and cognitive domains. Patterns of pupil responses appear to vary according to the planning perspectives exhibited by student teachers in their lessons. Limitations and recommendations for future research are discussed.
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