Abstract

The objective of this study centres on identifying and classifying the conceptions of teaching and learning held by future secondary school teachers, and on analysing the relationship between these conceptions and the way classroom space is organized and exams are designed. The test instruments used were applied to a sample of 138 graduates, who were all following the Pedagogical Aptitude Course during the academic year 2002/03. Results show that the more traditional teaching/learning models are related to a more vertical classroom layout. Significant correlations between beliefs and exam demands were also found.