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ERIC Number: EJ910916
Record Type: Journal
Publication Date: 2010-Dec
Pages: 46
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-1740-2743
Reproduction of Social Class in Teacher Education: The Influence of Scientific Theories on Future Teachers' Implicit Beliefs
Jonsson, Anna-Carin; Beach, Dennis
Journal for Critical Education Policy Studies, v8 n2 p1-46 Dec 2010
The aim of this article was to investigate the influence of a hegemonic class concept in teacher education, more specifically, the changes in the construction of implicit theories of intelligence within future teachers when they were exposed to the scientific g-factor theory of intelligence. A 2 x 2 ANOVA (first versus last semester at the teacher education) x (experimental versus control condition) was used on 102 student teachers who had been exposed to a short vignette of the g-factor theory. Implicit theories of intelligence as fixed and innate were significantly stronger when exposed to this theory. This result was confirmed in a second study with 177 student teachers. Two 2 x 2 (fixed versus incremental) x (experimental versus control condition) ANOVAs in both mathematics and social science were conducted. When exposed to g-factor theory (experimental condition) the fixed theories increased and the incremental theories decreased in relation to both mathematics and social science. (Contains 8 footnotes and 4 tables.)
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden