Pre-service teachers’ conceptions on explicit, (socio-)constructivist 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, (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... Mehr ...