Most prospective teachers see constructivist conceptions as highly valuable but not very applicable, and traditional conceptions as not valuable but highly applicable¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i2medium
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? 76% of prospective teachers were categorized as highly valuing but lowly practising constructivist conceptions; 55% were lowly valuing but highly practising traditional conceptions. → 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 · i2 · associational · r2
Person-level Reliable Change Index analysis categorizing each of 304 prospective teachers as increase, no-change, or decrease for each conception dimension. For traditional conceptions, 167 prospective teachers (55%) were lowly valuing but highly practising. Chi-square results showed the consonance/dissonance distributions were significant.
"232 prospective teachers (76%) believed that constructivist conceptions were highly valuable but not very applicable in classroom settings, whereas 18 prospective teachers (6%) believed that constructivist conceptions were not very valuable but highly applicable."
Discussion¶
Related Claims¶
- A minority of prospective teachers show consonance, believing each conception dimension is both valuable and 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 |
constructivist-valued-but-not-applicable-person-level |
title |
Most prospective teachers see constructivist conceptions as highly valuable but not very applicable, and traditional conceptions as not valuable but highly applicable |
description |
Most prospective teachers see constructivist conceptions as highly valuable but not very applicable, and traditional conceptions as not valuable but highly 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.