s. In addition, there is scope for

further research that examines the coherence (and contradictions) between learning

to teach in formal preservice primary and secondary programs and learning to teach

in situ within the university context.

There are a number of related research questions that deserve further attention:

* How do teachers’ beliefs and conceptions influence the development of uni-

versity academics as teachers?

* How do teachers’ beliefs and conceptions of teaching and teaching practice

change over time?

* How do teachers’ beliefs and conceptions relate to their teaching practice at

the university level?

* If the theories-in-use of experienced university teachers are largely tacit and

difficult to articulate, how can researchers (and novice university teachers