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¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i3large
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 i3 Prospective teachers significantly valued constructivist conceptions, making learning explicit, and promoting learning autonomy more than they practised (d = .90, .43, .49). → Eren 2010
q3 i1 Prospective teachers practised traditional conceptions and performance orientation more than they valued (d = -.46, -.16). → 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 · i3 · associational · r2
Paired samples t-tests comparing value and practice sections of the TCAS and TLCQ in a sample of 304 Turkish prospective teachers. Constructivist conceptions showed the largest gap (d = .90); performance orientation the smallest (d = -.16). The article reports "significant mean-level differences between prospective teachers' values and practices".
"prospective teachers significantly valued constructivist conceptions, making learning explicit, and promoting learning autonomy more than they practiced. However, the opposite was true for the differences between prospective teachers' values and practices in terms of their traditional conceptions and performance orientation."
Discussion¶
Related Claims¶
- A minority of prospective teachers show consonance, believing each conception dimension is both valuable and applicable — related
- Most prospective teachers see constructivist conceptions as highly valuable but not very applicable, and traditional conceptions as not valuable but highly applicable — related
- Demographic variables (gender, year of study, fields of study, age) have trivial effects on prospective teachers' conception values and practices — related
- Consonance and dissonance patterns form four components, including a dominant pattern linking valuing constructivist teaching/assessment for learning with dissonance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prospective-teachers-value-constructivist-more-than-practised |
title |
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 |
description |
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 |
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 |
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