Teachers' conceptions of intelligence and their attitudes toward pupils in special schools
Teachers' beliefs are very important as beliefs can influence teachers' treatment of pupils and affect teaching behaviours. Understanding teachers' beliefs has practical value. Teachers need to become more aware of unhealthy beliefs, so that evaluation and changes can occur. In the li...
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| Format: | Theses and Dissertations |
| Published: |
2008
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| Online Access: | http://hdl.handle.net/10356/13993 |
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| Institution: | Nanyang Technological University |
| Summary: | Teachers' beliefs are very important as beliefs can influence teachers' treatment of pupils and affect teaching behaviours. Understanding teachers' beliefs has practical value. Teachers need to become more aware of unhealthy beliefs, so that evaluation and changes can occur. In the light of this and the lack of such studies in Singapore, this present study attempts to investigate teachers' conceptions of intelligence and their attitudes toward pupils in special schools. The Implicit Theory of Intelligence (ITI) questionnaire and the Views of Teachers on Teaching and Learning (VTTL) questionnaire were administered to teachers teaching in special schools. Chi-square was used to determine significant differences in the percentage of teachers' endorsing a particular view of intelligence. |
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