he purpose or this study was to describe and illuminate teachers' beliefs about thL' relevance of educational psychology to the reform in teacher education and their practice \\ ith the aim that the !CDR's first-round summ.uivc evaluation report highlighting teachers weak insuucuonal approaches might better be explained by their beliefs. So th.u :1 qu:ilit:1ti\L'i:· based case study \\:1s conducted .md d.ua \\ere collected through intcrvic« :ll1d documcu: :111:1!ysis 011 the h:1sis o l unobuusix L' cross-. alid.uion. Conscqucuilv. it h:h bl.'.L'll l°OU!lli OU[ iha: teachers have the belief that context-free thcorctica] knov, kdge is the relevant knowledge base for student teachers. Such a belief or teachers intersected in their b._·Jid 01· \vh:1t it means to know and apply such a theoretical knowledge in various contexts. :IS well as in their reactions for the context-based knowledge or childrcns k:1rni11g :111d development. lksid::s. such teachers beliefs were concerted with or revealed .u their explicit instructional beliefs. There \\':lS also little evidence or problem solving approach in the course material including learning activities.