Teacher's knowledge construction is a process developed during their personal and professional lifetime. With regards to studies explicating the sources of teacher knowledge, Grossman's (1990) identified sources such as apprenticeship of observation and professional preparation. She also found that subject matter knowledge is closely related to the teacher's pedagogical content knowledge. She also studied the potential influence of professional coursework. Similar to Grossman's study, teacher experience has also been named as a source of knowledge (e.g. Dittrich et al., 2000). Furthermore, collegial support has been found to contribute to content knowledge and pedagogical content knowledge (Sengupta & Xiao, 2002) and help develop novice teachers' personal professional knowledge.This concept was first proposed by Lortie to describe "the influence a teacher's past experience as a student has on his /her teaching" (1975: 62).This resulted in what Bachmann describes as the 'folkways of teaching' that is 'ready-made recipes for action and interpretation that do not require testing or analysis while promising familiar safe results" (1987: 161). This model thus provides learner teachers with 'default options', "a set of tried strategies which they can revert to in times of uncertainty (Borg, 2004: 274). Johnson (1994: 446) and Borg (2004:257) argue that the result of this highly influential period of observation is the dominance of teacher's default model at the expense of the educational inputs they have been exposed to during a teacher education course. However, 'the apprenticeship of observation still provides those teachers with a powerful, albeit limited, intuitive understanding of teaching' which should not be underestimated'. (Borg, 2004: 275).