Beliefs of pre-service teachers about grade repetition in relation to their knowledge of its effects and their psychopedagogical conceptions
The aim of this study is to explore quantitatively the existence of links between beliefs and knowledge about grade repetition that future teachers hold and their general conceptions of teaching. To do this, a questionnaire was administered to 592 students enrolled in primary teacher training at the University of Geneva. The results show that it is the knowledge of research on the effects of grade repetition that best explains the belief in disfavour of the practice and vice versa. This data is essential for the initial and continuing training in teacher education because it signals the need and the importance of theoretical knowledge.