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Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs.
University of Borås, School of Education and Behavioural Science.
University of Borås, School of Education and Behavioural Science.
2010 (English)In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 8, no 2Article in journal (Refereed)
Abstract [en]

The aim of this article was to investigate the influence of a hegemonic class concept in teacher education, more specifically, the changes in the construction of implicit theories of intelligence within future teachers when they were exposed to the scientific g-factor theory of intelligence. A 2 x 2 ANOVA (first versus last semester at the teacher education) x (experimental versus control condition) was used on 102 student teachers who had been exposed to a short vignette of the gfactor theory. Implicit theories of intelligence as fixed and innate were significantly stronger when exposed to this theory. This result was confirmed in a second study with 177 student teachers. Two 2 x 2 (fixed versus incremental) x (experimental versus control condition) ANOVAs in both mathematics and social science were conducted. When exposed to g-factor theory (experimental condition) the fixed theories increased and the incremental theories decreased in relation to both mathematics and social science.

Place, publisher, year, edition, pages
Institute for Education Policy Studies , 2010. Vol. 8, no 2
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hb:diva-3031Local ID: 2320/7486OAI: oai:DiVA.org:hb-3031DiVA: diva2:871127
Available from: 2015-11-13 Created: 2015-11-13

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