Building upon Wanlin and Crahay (2015), this research aims at identifying the conceptions of pre-service teachers on transmissive, (socio-)constructivist and explicit approaches. While Wanlin and Crahay (2015) designed a questionnaire measuring the extent to which pre-service teachers embraced the transmissive and/or (socio-)constructivist 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 designed a questionnaire including these new items on explicit teaching in addition to Wanlin and Crahay’s items and administered it to 563 pre-service primary and secondary teachers in 6 training institutions in French-speaking Belgium. Our results do not support our starting hypothesis of the existence of an “explicit approach” dimension in our respondents. Further focusing on “transmissive” and (socio-)constructivist conceptions in our respondents, our analyses show that the (socio-)constructivist conception is widely shared but do not systematically oppose a “transmissive” conception. We found evidence of a college, year of study and type of training on these conceptions, third years and primary teachers being more (socio-)constructivist than their first years secondary counterparts. ; info:eu-repo/semantics/nonPublished