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Revista mexicana de investigación educativa

versión impresa ISSN 1405-6666


COSSIO GUTIERREZ, Elda Friné  y  HERNANDEZ ROJAS, Gerardo. The Implicit Theories of Teaching and Learning among Elementary School Teachers and in their Practice Teaching. RMIE [online]. 2016, vol.21, n.71, pp.1135-1164. ISSN 1405-6666.

The purpose of this study was to identify the implicit representations that elementary school teachers have constructed with regard to processes of teaching and learning; also studied is the way they filter their educational practices and the meanings they attach to the focus on competencies. Implicit theories are researched within a sample of 54 teachers, by means of an adapted dilemmas questionnaire designed by Pozo. Selected from the sample were two teachers with a constructivist profile, two with an interconstructive profile, and two with an interdirect profile; these teachers were interviewed, observed in class, and questioned, based on the technique of stimulated recall. Most assumed a constructivist stance (68%), adopting a configuration of three theories rather than a single theory. These profiles permeate the meaning that the teachers construct with regard to the competency-based focus.

Palabras llave : teacher conceptions; competency-based education; teaching practice; learning theories; elementary education; Mexico.

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