Pre-service teachers’ conceptions on explicit, socioconstructivist and transmissive approaches to teaching and learning in French Speaking Belgium

Building upon Wanlin and Crahay (2015), this research aims at identifying the conceptions of pre-service teachers on transmissive, socioconstructivist and explicit approaches. While Wanlin and Crahay (2015) designed a questionnaire measuring the extent to which pre-service teachers embraced the transmissive and/or socioconstructivist approach, we hypothesize that explicit teaching, whereas often confused with a caricatured “transmissive” approach, is a distinct dimension of the model that needs to be apprehended by specific items and that may be embraced by some pre-service teachers. We design... Mehr ...