Association between prospective elementary school teachers’ year of study and their type of conception of intelligence

Hanin, Vanessa; Colognesi, Stéphane; Cambier, A.-C.; Bury, C.; Nieuwenhoven, Catherine Van

doi:10.1016/j.ijer.2022.102039

Cited by 9 publications

(11 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several hypotheses can be put forward to explain the observed changes. Our results support previous work by indicating that teacher candidates enter TE with pre-conceptions built when they were in school (Hanin et al, 2021; Hanin et al, 2022; Liljejedahl et al, 2019; Voss & Kunter, 2021). At the same time, they are in line with the work that has shown that beliefs are permeable to teacher education experiences.…”

Section: Discussionsupporting

confidence: 91%

“…The work carried out on teachers’ beliefs is enlightening in this respect. Beliefs operate as a prism through which teachers select, interpret, and evaluate all professional information, whether it is theoretical contributions, recommended pedagogical practices or their own teachings (Hanin et al, 2022; Kelchtermans, 2009; Richter et al, 2021). This professional socialization to the teaching profession begins in childhood (Hanin et al, 2022; Pajares, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…Beliefs operate as a prism through which teachers select, interpret, and evaluate all professional information, whether it is theoretical contributions, recommended pedagogical practices or their own teachings (Hanin et al, 2022; Kelchtermans, 2009; Richter et al, 2021). This professional socialization to the teaching profession begins in childhood (Hanin et al, 2022; Pajares, 1992). In their life history, both personal and academic, future teachers internalize a certain number of beliefs, values, knowledge, etc., which they update and reuse, without question, in their teaching practice.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

Hanin,

Holm

2023

Sage Open

Self Cite

View full text Add to dashboard Cite

Even though it has been recognized that prospective teachers’ conceptions of the nature of mathematics, and of mathematics learning and teaching shape their teaching decisions, and, thereby, students’ engagement and achievement, to date no research has examined these conceptions from a person-centered perspective taking into account year of teacher education program. Cluster analysis revealed three distinct profiles: anti-socioconstructivist, socioconstructivist, and flexible. Although the same driving dimensions were present at the different stages of the training, the characterization of these three profiles fluctuated, in tandem with the process of construction of a professional identity, the increase of the field experience and the discovery of the complexities of the profession. The analysis of the pedagogical practices support the non-linearity of the beliefs-practices relationship.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

Hanin,

Holm

2023

Sage Open

Self Cite

View full text Add to dashboard Cite

show abstract

“…En cause, une longue histoire scolaire où évaluations, sanctions et performance régnaient en maitre . Si la littérature précise que ce rapport à la formation évolue avec le temps et le vécu en formation (Hanin et al, 2022 ;Perez-Roux, 2010), aucun écrit, à notre connaissance, ne renseigne sur la manière dont il évolue. Or, caractériser le rapport à la formation des étudiants tout au long de leur parcours scolaire permettrait de concevoir des dispositifs qui tiennent mieux compte de leurs ressources et de leurs besoins sur les plans du développement professionnel et de leur « disponibilité cognitive et émotionnelle » à entrer en pratique réflexive.…”

Section: Problématiqueunclassified

“…Dans son histoire de vie à la fois personnelle et scolaire, le futur enseignant intériorise un certain nombre de croyances, de valeurs, de connaissances, etc., qu'il réactualise et réutilise, sans se poser de questions, dans sa pratique(Vause, 2010). Ainsi, face à la nouveauté ou à une difficulté, l'enseignant a tendance à se rabattre sur les modèles avec lesquels il est le plus familier, à savoir sa propre expérience d'élève(Hanin et al, 2020). Troisièmement, dans la lignée de ce qui précède, les enjeux de la formation se situent au niveau de l'obtention des crédits pour valider leur année, et non du développement de compétences professionnelles.…”

unclassified

Accompagner le développement d’une posture réflexive en formation initiale des enseignants : des besoins différents en fonction de l’année de formation ?

Hanin

Cambier

2023

CJE/RCÉ

View full text Add to dashboard Cite

La réflexivité occupe une place centrale dans les programmes de formation initiale des enseignants. Pourtant, les étudiants éprouvent des difficultés à « entrer en pratique réflexive ». Cette contribution examine, qualitativement, les priorités à donner à un dispositif pour développer la compétence réflexive s’échelonnant sur toute la formation via l’identification, pour chaque année d’études, des besoins de formation et du rapport au savoir de futurs enseignants au primaire. S’ils sont tous demandeurs de contenus pragmatiques, des différences s’observent, selon l’année, en ce qui concerne la perception de la réflexivité et de son utilité, de l’identité, du rapport aux formateurs et aux pairs, de l’apprentissage, des émotions et du sentiment de compétence. De là, il semble nécessaire, en première année, de travailler le sens du métier et les conceptions initiales ; en deuxième année, d’investir dans la gestion des émotions et d’étayer la démarche réflexive et, en dernière année, de soutenir le besoin d’émancipation des étudiants.

show abstract

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Colognesi,

Coppe,

Leroux

et al. 2024

British Educational Res J

View full text Add to dashboard Cite

Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed‐methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.

show abstract

Association between prospective elementary school teachers’ year of study and their type of conception of intelligence

Cited by 9 publications

References 43 publications

How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

Accompagner le développement d’une posture réflexive en formation initiale des enseignants : des besoins différents en fonction de l’année de formation ?

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Contact Info

Product

Resources

About