A minority of prospective teachers show consonance, believing each conception dimension is both valuable and applicable¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i1small
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? 18% saw constructivist conceptions as both valuable and applicable, 26% traditional conceptions, 34% making learning explicit, 31% promoting learning autonomy, and 26% performance orientation. → Eren 2010
Evidence¶
Eren 2010¶
Eren, A. (2010). Consonance and dissonance between Turkish prospective teachers' values and practices: Conceptions about teaching, learning, and assessment. Australian Journal of Teacher Education, 35(3). https://ro.ecu.edu.au/ajte/vol35/iss3/2/ doi:10.14221/ajte.2010v35n3.3
q3 · i1 · associational · r2
Person-level RCI analysis of 304 prospective teachers identifying the no-change (consonance) category for each dimension. The article reports 103 (34%) for making learning explicit and 95 (31%) for promoting learning autonomy as both valued and practised.
"The 54 prospective teachers (18%) believed that constructivist conceptions were both valuable and applicable in classroom settings. This indicates stability between prospective teachers' values and practices in terms of their constructivist conceptions."
Discussion¶
Related Claims¶
- Most prospective teachers see constructivist conceptions as highly valuable but not very applicable, and traditional conceptions as not valuable but highly applicable — related
- Prospective teachers value constructivist teaching/learning and assessment for learning more than they practise, and practise traditional teaching and performance orientation more than they value — related
- Consonance and dissonance patterns form four components, including a dominant pattern linking valuing constructivist teaching/assessment for learning with dissonance — related
- Demographic variables (gender, year of study, fields of study, age) have trivial effects on prospective teachers' conception values and practices — related
- Teachers value pronunciation instruction highly but report seldom teaching it and low satisfaction with how they teach it — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
consonance-both-valuable-and-applicable-minority |
title |
A minority of prospective teachers show consonance, believing each conception dimension is both valuable and applicable |
description |
A minority of prospective teachers show consonance, believing each conception dimension is both valuable and applicable |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
recheck_by |
2015 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eren-2010 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.