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Research in Science Education

, Volume 41, Issue 5, pp 739–769 | Cite as

The Progression of Prospective Primary Teachers’ Conceptions of the Methodology of Teaching

  • Ana Rivero
  • Pilar AzcárateEmail author
  • Rafael Porlán
  • Rosa Martín del Pozo
  • Joao Harres
Article

Abstract

This article describes the evolution of prospective primary teachers’ conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education.

Keywords

Teachers’ conceptions Pre-service teacher education Professional development Methodological strategies Activities Professional knowledge 

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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  • Ana Rivero
    • 1
  • Pilar Azcárate
    • 2
    Email author
  • Rafael Porlán
    • 1
  • Rosa Martín del Pozo
    • 3
  • Joao Harres
    • 4
  1. 1.Department of Science and Social Science EducationUniversity of SevillaSevillaSpain
  2. 2.Faculty of Education, Deptº DidácticaUniversity of CádizPuerto RealSpain
  3. 3.Department of Science EducationUniversity ComplutenseMadridSpain
  4. 4.Centro Universitario – UNIVATESLajeadoBrasil

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