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Cooney, Shealy, and Arvold (1998) wrote a widely-cited paper that described four belief structures of prospective teachers and argued the structures can aid in describing the ways beliefs change and the influence of authority on the individual. In this paper, we investigate the impact of this manuscript on the field. We first conducted a literature review (n = 48) of journal articles and proceedings published since 1998 covering the same population and goals of Cooney et al. (changing prospective teachers' beliefs). We then conducted an analysis of 106 journal articles citing Cooney et al. to see why the author(s) cited the piece. We conclude the impact of Cooney, et al.'s article differs from that of their results and suggest belief structures should be more carefully investigated by the field. [For complete proceedings, see ED581294.]

Understanding the formation of the professional identities of prospective teachers is important to better understand the decision-making processes of future teachers. Through an exploration of four prospective teachers' visions of practice and designated identities, we found that their images of future students' affective responses while learning mathematics were a strong influence in the prospective teachers' evolving professional identities. [For the complete proceedings, see ED597799.]