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标题：Pre-service Teachers' Representations About Children's Learning: A Pilot Study
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作者：Maria L. Pedditzi ; Marcello Nonnis
期刊名称：Open Psychology Journal
印刷版ISSN：1875-3501
出版年度：2020
卷号：13
期号：1
页码：315-320
DOI：10.2174/1874350102013010315
出版社：Bentham open
摘要：Background: Research on teachers' representations of children's learning is currently ongoing. Social representations are common-sense theories built and shared in everyday interactions. Their analysis can detect the possible differences between teachers’ naïve beliefs and scientific learning theories. Objective: The objective of this pilot study is to analyse the beliefs about children’s learning of a group of teachers. The beliefs will be related to the most acknowledged learning theories. Methods: A mixed methods research was employed to analyse 100 pre-service teachers’ representations of the origins of learning and the psychological processes involved. Results: It emerged from the results that the teachers interviewed consider children’s learning mainly as culturally acquired, which reveals the prevailing constructivist conception of learning. Many pre-service primary school teachers, however, tend to see learning as mere ‘transfer of information’; many pre-service kindergarten teachers perceive learning as ‘behaviour modification’. The most considered psychological aspects are ‘knowledge’ and ‘acquisition’, while emotions are barely considered. Conclusion: Linking implicit theories and disciplinary theories could support pre-service teachers in integrating the theory and the practice of learning so as to understand the way their models influence their educational choices.
关键词：Social representations; Pre-service teachers; Teachers’ beliefs; Teaching process; Education; School environment;