Teorías implícitas sobre la enseñanza y aprendizaje en estudiantes en formación docente

Abstract

The objective of the present research work is to carry out a quantitative analysis of the implicit theories about teaching and learning that students have in teaching careers of Philosophy Faculty, Letters and Education Sciences of University of Cuenca. With it as basis, their graduation profiles of those careers are compared. The methodology design is a qualitative nature with a descriptive cross-sectional scope. Therefore, we proceed to compile theoretical information about implicit theories and collect field information using a dilemmas questionnaire, which is previously validated by prior researches. The main findings demonstrate that exist coincidence between implicit theories and the graduate career profiles, excepting dimensions of use of sources and evaluations. Those results are relevant to analyze those profiles mentioned above and make improvements.