Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view

Hamilton, L. and Jaap, A. (2023) Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view. Teacher Development, (doi: 10.1080/13664530.2023.2246934) (Early Online Publication)

Abstract

This exploratory study aimed to investigate the implicit (personal theories) of student teachers through consideration of their beliefs about the nature of ability (intelligence). By drawing on ideas of personhood and identity to investigate constructions of intelligence, the authors also hoped to begin to explore the legitimacy of a multifaceted notion of individual accounts of ability. A questionnaire was administered to student teachers undertaking a one-year intensive postgraduate diploma in order to become high school teachers (n = 46) (12–18 years) or primary teachers (n = 41) (3 up to 12 years). Findings highlight the ways in which these student teachers held contrasting views of intelligence depending on their positioning and the implications for teaching decisions and children’s learning experiences.

• Item Type: Articles
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Jaap, Dr Angela
• Authors: Hamilton, L., and Jaap, A.
• College/School: College of Social Sciences > School of Education
• Journal Name: Teacher Development
• Publisher: Taylor and Francis
• ISSN: 1366-4530
• ISSN (Online): 1747-5120
• Published Online: 08 September 2023
• Copyright Holders: Copyright © 2023 The Authors
• First Published: First published in Teacher Development 2023
• Publisher Policy: Reproduced under a Creative Commons License