Contribution
Description: Since the eighties, research in education does not cease being interested in the teachers beliefs'. Some directions were privileged, as for example to show which is the place of teachers beliefs' in their teaching practise (Borko & Putnam, 1996 ; Calderhead, 1996 ; Clark & Peterson, 1986 ; Fang, 1996 ; Kagan, 1990, 1992 ; Nespor, 1987 ; Pajares, 1992 ; Richardson, 1994, 1996). Pajares (1992) advances the idea that the teachers beliefs' influence not only their practices, but also their knowledge and their perceptions. From where our interest to see how the teachers beliefs' influence their knowledge and in particular, their knowledge on the student, who takes a big part in their thought (Clark & Peterson, 1986). While being based again on research of Pajares (1992), according to which the beliefs determines the knowledge, we chose to study: 1) the influence of the beliefs as for the nature of the intelligence on their conception about the error in the learning; 2) impact of these beliefs' on the construction of the knowledge teaching about the student (in terms of model of student and perception of the singular student). We advance the following hypothesis': 1) the teacher who believes in the fixed nature of the intelligence will have a negative conception of the error in the learning, which will affect also its conception of the ideal student and will influence his perception of the student; 2) the teacher adhering to a belief in the malleability of the intelligence will grant a positive place to the error in the learning.
Methodology: Participants 60 teachers were included in this study. They all teach fifth grade in primary school. They all come from different schools in Geneva and Annecy.MeasuresThe method of research will consist of the making of questionnaires and scales of opinions. These instruments will relate to: ? The conception of the intelligence (inspired of the scale of opinion of Dweck, 1999 and of its implicit theory of the intelligence). According to this theory assumes that people may develop two implicit theories of the intelligence (according to the first one, the intelligence is a fixed entity who does not change and according to the other it is malleable and can develop) ; ? The conception of the ideal student (inspired of questionnaire of Gilly, 1980); ? The perception of the student (inspired of questionnaire of Gilly, 1980) ; ? On the statute of the error (personal creation).
Conclusions: As the study is carried out in he current moment, we are not able to offer any results yet.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.