Does influence teaching experience and qualification on the attribution of teacher’s implicit theories about learning to read?

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Published: Sep 18, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v2.438
Keywords:
implicit theories teaching reading teaching experience teaching qualification

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Natalia Suárez
Universidad de la Laguna
Juan E. Jiménez
Universidad de la Laguna

Abstract

The purpose of this study has been to analyze whether teaching experience and qualification has an influence on teacher’s implicit theories on learning to read. A sample of 422 teachers from different countries of Iberoamerica was selected. We analyzed the data through a multivariate general linear model and we did not find a significant interaction between years of teaching and qualification. However, a main effect of qualification was found but not an effect due to teaching experience.

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How to Cite
Suárez, N., & Jiménez, J. E. (2014). Does influence teaching experience and qualification on the attribution of teacher’s implicit theories about learning to read?. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 257–262. https://doi.org/10.17060/ijodaep.2014.n1.v2.438
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Vol. 2 No. 1 (2014): EDUCATIONAL PSYCHOLOGIST
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Articles
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