Élisabeth Issaieva

Conceptions of intelligence and learning and perceptions of self-efficacy among students at the end of primary school

Abstract Several studies have focused on the role of students’ conceptions of intellectual ability, the learning process and the self-efficacy. However, these three parameters have not been integrated and analysed within the same model. Against this background, the objective of our research is to identify the links that develop between these three constructs. To this end, we have put forward two hypotheses: 1. The conception that intelligence is constructed directly and positively affects the conception that learning is a constructive process. This has a positive impact on perceived self-efficacy. 2. The conception that intelligence is a fixed trait directly and positively affects the conception that learning is a reproductive process and leads to lower perceptions of self-efficacy. To test these hypotheses, we conducted research using a questionnaire distributed among 1112 students in their last year of primary school. The questionnaires were subject to statistical analysis using structural equation modelling. The results confirm our hypotheses and thus show the relevance of our model.

Funções, estruturação e evolução das crenças (e conhecimentos) dos professores

Sintetizando as principais contribuicoes dos estudos sobre as crencas e os conhecimentos dos professores, este artigo aborda uma das problematicas ligadas a formacao docente: as crencas e conhecimentos dos professores evoluem? De que maneira? Em quais condicoes? Para responder a essas perguntas, apresentamos diversas correntes de pesquisa: as que tratam das mudancas ditas “naturais”; aquelas sobre as fases de desenvolvimento do docente; os estudos que verificam os efeitos dos programas de formacao de professores; as pesquisas que evidenciam o desenvolvimento da equipe, alem dos estudos sobre as crencas dos professores iniciantes. Apos a apresentacao das pesquisas existentes, discutimos a constatacao da dificuldade da evolucao das crencas dos professores, levantando varias hipoteses para explicar a impermeabilidade relativa dessas crencas aos processos formativos.