Cómo aprenden los profesores. Un estudio empírico basado en entrevistas

Abstract

The main aim of this study is to describe the different conceptions that teachers hold about their own learning, and also their relationship to their teaching practice as well as their epistemological beliefs, cognitive and metacognitive strategies and values. The implications of these results for teachers' knowledge acquisition and effective training will be commented, in order to highlight some scientific criteria for these interventions. The socioconstructive character of intelligence and learning is emphasised.

Keywords

• teachers' conceptions of learning
• cognitive restructuring
• multiperspectivism
• socioconstructivism
• epistemological beliefs and strategies of learning