In this regard, the role of school and previous educational experience is important because they influence how future teachers learn and extract from previous lessons (Calderhead and Robson, 1991). This literature emphasizes the function of the “learning” period “which leads to the development of a set of values, commitments, orientations and practices” (Calderhead and Robson, 1991: 01). Subsequent research has developed this notion into the notion of “personal practical knowledge” (Connelly and Clandinin, 1999), which refers to the integration of several aspects of teachers' knowledge and cognitive system. From this perspective, teachers' knowledge is created from their previous experience, their daily lives and expressed in their practice. Considering the concept of "personal practical knowledge", new teacher training programs are designed by taking teachers' beliefs and knowledge at the center of curriculum reconstruction. Teachers are seen as "curriculum creators" (Connelly & Clandinin, 1999) and this trend in educational research marks the development of examining teachers' beliefs and knowledge in later years.