An attempt to correct erroneous ideas among teacher education students: The effectiveness of refutation texts
EntityUAM. Departamento de Psicología Básica
10.3389/fpsyg.2020.577738Frontiers in Psychology 11.October (2020): 577738
Funded byMF was supported by grant AYD-000-235 from bizkaia:talent, Diputación Foral de Bizkaia, and by a postdoctoral grant from Programa Posdoctoral de Perfeccionamiento de Personal Investigador Doctor, Gobierno Vasco. MV was supported by grants PSI2017-85159-P (AEI / FEDER, UE) and 2016-T1/SOC- 1395 (Comunidad de Madrid, Programa de Atracción de Talento Investigador).
ProjectGobierno de España. PSI2017-85159-P; Comunidad de Madrid. 2016-T1/SOC-1395/PATI
Subjectsmisconceptions; refutation texts; intervention; pre-service teachers; education; Psicología
Rights© 2020 Ferrero, Konstantinidis and Vadillo
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.
There is sound evidence about the high prevalence of misconceptions about education among pre-service teachers. This trend continues after students complete the degree in education and once they are in the exercise of their profession. In fact, several studies show that these misconceptions are widespread among in-service teachers. Erroneous ideas about education may divert material and human resources to poor grounded methods and teaching tools, compromising the quality of education. Strategies to debunk misconceptions among future teachers, who may not have a firm position about many educational issues, might contribute to reversing this trend. The main goal of the present study was to assess the efficacy of refutation texts in the correction of misconceptions among pre-service teachers. As in previous studies with in-service teachers, refutation texts were effective in reducing participants’ endorsement of misconceptions. But this effect was short-lived and did not affect participants’ intention to use educational methods that are based on the misconceptions addressed in the refutation texts
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