The Influence of a Practicum on Student Teachers' Beliefs About Intelligence, Talent, and Learning

• In Event: Cognition, Dispositions, and Perceptions of Preservice Teachers Regarding Field Experiences

Abstract

Empirical research provides evidence that beliefs influence teachers’ professional development and teachers’ actions in the classroom. This study examines beliefs of student teachers about intelligence, talent and learning and explores changes in the beliefs during a six weeks practicum in schools.
In a sequential mixed methods study 223 student teachers completed a questionnaire before and after the practicum. Subsequently, episodic interviews were conducted with 46 students. Analysis of variance with repeated measurement and qualitative content analysis were used to examine changes and to identify belief profiles. Data show that student teachers believe less in the ability to learn after the practical phase experience than before. Overall, field experience could provide meaningful opportunities for the reflection of the examined beliefs.

Authors

• Andrea Muehlig, University of Oldenburg

• Barbara Moschner, Universitaet Oldenburg