Las concepciones implícitas sobre la enseñanza y el aprendizaje de los estudiantes en formación docente de la Universidad Nacional de Educación del Ecuador

Abstract

The main objective of this study is to analyze the implicit conceptions about teaching and learning in students who are in teacher training processes. For this, an information survey was carried out for the first and ninth semester students of the National University of Education UNAE. The sample consisted of a total of 474 students, of which 257 were first semester students and 217 were ninth semester students, all of them were studying one of the five courses of study offered by the University (Basic General Education, Literature, Mathematics, Initial Education and Intercultural Education). The Dilemmas Questionnaire validated by Vilanova, García and Señoriño (2007) and by Basilisa, Mateos and Vilanova (2014) was applied. In the investigation the results of the ten dilemmas are examined differentiating the direct, interpretative and constructive implicit theories. To establish whether there is a difference between the first and the ninth semesters, a non-parametric statistical analysis called Pearson's Chi-square (X2) was used; and, to determine the existence of correlation between the ordinal variables of dilemmas and the level of studies, the Spearman Correlation Coefficient (Rho) was used. When examining the dilemmas results, the hypothesis is verified that ninth semester students identify better with the implicit concepts of constructivist theory regarding the definition of learning (Rho = 0.096), the intervention and strategies employed by the teacher (Rho = 0.113), as well as evaluation and evaluation strategies (Rho = 0.092). The Intercultural Education course of study is the closest to the constructivist theory because it has more items that correlate significantly in the ninth semester