Implicit theories about teaching and learning: Are there differences between in-service and pre-service teachers?

Abstract

This study explores the theoretical profiles in the teaching and learning process of 837-service and pre-service teachers through a dilemma's questionnaire. Both teachers and students have mainly interpretative approaches. In-service teachers have significant differences only on professional experience, where novice teachers are more constructivists than experienced teachers. Pre-service teachers have significant differences comparing university and academic performance, and student teachers have no differences in comparison with novice teachers. Pedagogy student are more constructivist than teachers in relation to the conceptual and procedural teaching, but teachers are more constructivist in relation to motivation, assessment, and attitudes' teaching. Implications for initial teacher's education and professional development programs are discussed.