Investigating teachers' conceptions of intelligence
Date
2012
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Using the history and development of intelligence theories and research into conceptions of intelligence, a study is undertaken to compare pre-service and in-service teachers' conceptions of intelligence. Inquiry focuses on answering whether teacher conceptions develop over the course of a teaching career, whether these conceptions initiate in preservice courses, whether there is a difference between pre-service and in-service teachers' conceptions of intelligence and whether either group demonstrates a particular affiliation to one of the four major theories of intelligence. Groups of in-service and pre-service teachers were found and a 100-item questionnaire was given. Through use of the MannWhitney and scrutinizing of differences between means, no significant difference between the two groups was discovered. Areas for future investigation may include further research into the origination of implicit conceptions of intelligence and subjectrelated differences between teacher conceptions.
Description
Bibliography: p. 64-72
Includes copy of ethics approvals. Original copies with original Partial Copyright Licence.
Includes copy of ethics approvals. Original copies with original Partial Copyright Licence.
Keywords
Citation
Carlgren, D. A. (2012). Investigating teachers' conceptions of intelligence (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/4788