Implicit conceptions of intelligence are a very meaningful investigation and intervention ﬁeld from the point of view of education and teacher training. By using this term we intend to refer to the beliefs one has about the nature of intelligence and the factors which inﬂuence its development. The distinction between implicit and explicit theories about intelligence refers to their very nature: the ﬁrst are present in people’s minds, whether consciously or unconsciously, and belong to the cultural heritage of a given cultural group, the second have been constructed over time by the scientiﬁc community. The article presents the results of a research study conducted on 373 teachers, 161 from Italy (Siracusa) and 212 form Switzerland (Fribourg). Aim of the study was to investigate to what extent the belief system of two groups of teachers was inﬂuenced by educational culture and/or by their belonging to a speciﬁc social group, namely that of teachers. The results of our study show a tendency to take on an innatist conception of intelligence alongside with teaching experience and independently of educational culture.
Albanese, O., Fiorilli, C., Doudin, P.A., & Garbo, R. (2004). Effects of Educational Culture and Teaching Experience on Teachers' Beliefs. EUROPEAN JOURNAL OF SCHOOL PSYCHOLOGY, 2004, 83-98.
|Citazione:||Albanese, O., Fiorilli, C., Doudin, P.A., & Garbo, R. (2004). Effects of Educational Culture and Teaching Experience on Teachers' Beliefs. EUROPEAN JOURNAL OF SCHOOL PSYCHOLOGY, 2004, 83-98.|
|Tipo:||Articolo in rivista - Articolo scientifico|
|Carattere della pubblicazione:||Scientifica|
|Titolo:||Effects of Educational Culture and Teaching Experience on Teachers' Beliefs|
|Autori:||Albanese, O; Fiorilli, C; Doudin, PA; Garbo, R|
|Data di pubblicazione:||2004|
|Rivista:||EUROPEAN JOURNAL OF SCHOOL PSYCHOLOGY|
|Appare nelle tipologie:||01 - Articolo su rivista|