Prospective teachers hold more misconceptions about teaching and learning than current faculty both before and after training, and misconceptions decreased only among current faculty¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q3 i? Prospective teachers had more misconceptions than current faculty at pre-test (Z = −2.048, p = 0.041) and at post-test (Z = −3.108, p = 0.002). → Heinonen 2023 q3 i? Misconceptions decreased significantly among current faculty (Z = −4.447, p < 0.001) but not among prospective teachers. → Heinonen 2023 (2)

Evidence¶

Heinonen 2023¶

Heinonen, N., Katajavuori, N., Murtonen, M., & Södervik, I. (2023). Short pedagogical training in supporting university teachers' professional vision: A comparison of prospective and current faculty teachers. Instructional Science, 51, 201–229. https://doi.org/10.1007/s11251-022-09603-7

q3 · i? · causal · r1

Seven true/false misconception items administered pre and post to both groups. The study reports "prospective teachers still had more misconceptions compared to current faculty" after the course; the same group difference held at pre-test (Z = −2.048, p = 0.041).

"In addition, when examining the scores for the items concerning misconceptions, prospective teachers still had more misconceptions compared to current faculty (Z = −3.108, p = 0.002)."

Heinonen 2023 (2)¶

Heinonen, N., Katajavuori, N., Murtonen, M., & Södervik, I. (2023). Short pedagogical training in supporting university teachers' professional vision: A comparison of prospective and current faculty teachers. Instructional Science, 51, 201–229. https://doi.org/10.1007/s11251-022-09603-7

q3 · i? · causal · r1

Within-group change in misconception counts (max 7). Current faculty misconceptions decreased (post M = 1.70, SD = 1.44); prospective teachers' remained relatively high (post M = 3.28, SD = 1.84).

"The Wilcoxon signed-rank test revealed that the number of misconceptions decreased among current faculty teachers (Z = −4.447, p < 0.001), while the prospective teachers showed no statistically significant improvement in their misconceptions during the course"

Discussion¶

Related Claims¶

• After training, better professional vision and reasoning are correlated with more learning-centered conception changes and fewer misconceptions — related
• Reasoning scores of both prospective and current faculty teachers increased significantly during the short pedagogical training, but noticing did not improve significantly in either group — related
• Before pedagogical training, prospective university teachers have lower professional vision scores than current faculty teachers — related
• After training, prospective teachers caught up with current faculty in reasoning but still had lower noticing scores — related
• Prospective teachers notice fewer pedagogically significant incidents than current faculty teachers before training — related
• Misconceptions decreased over time in all three instructional methods, with no difference between methods
• Novice teachers hold misconceptions about differentiation, such as equating DI with personalized instruction
• Teachers hold a complicated mix of scientific conceptions, misconceptions, and uncertainty about dyslexia concepts — related
• Multimedia-learning misconceptions are highly prevalent among student teachers, with the learning-styles misconception endorsed most commonly (84%) — related