Primary and secondary pre-service teachers’ beliefs about teaching approaches: a latent class analysis
Current educational literature opposes socioconstructivism and transmission. We examine if pre-service teachers support this position. Given that an appropriate instrument doesn’t exist in French, we found some only basically validated tools in the English- and German language literature. Of these tools, we extracted 30 items which we translated into French and submitted to a sample of 228 pre-service teachers. The factor analysis shows a good model fit. Results show pre-service teachers’ beliefs are less split than suggested by the educational literature and that the support in socioconstructivism depends on the teacher education program the pre-service teachers are following. Implications for research and teacher education are discussed.