Misconceptions die hard: prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers

Menz, CordeliaORCID: https://orcid.org/0009-0006-0173-9730; Spinath, Birgit and Seifried, Eva (2021) Misconceptions die hard: prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers. European Journal of Psychology of Education, 36 (2), pp. 477-494. DOI: 10.1007/s10212-020-00474-5

[img]
Preview
Text
menz-spinath-seifried-2021-misconceptions-prevalence-reduction-educational-psychology-preservice-teachers.pdf
Available under License Creative Commons Attribution.

Download (414kB) | Preview

Abstract

Endorsement of educational psychological misconceptions among preservice teachers can be a threat for reaching educational goals. Therefore, it is of societal interest whether preservice teachers hold educational psychological misconceptions and, if they do, whether these misconceptions can be reduced through confrontation with empirical evidence. Prevalence and refutability of misconceptions were analyzed among N = 937 German preservice teachers who participated in an online survey. Results indicated a high prevalence of educational psychological misconceptions but also the possibility of a
reduction through refutation-style texts. However, only few preservice teachers shifted their opinions from (rather) endorsing a misconception to (rather) not endorsing it after reading the text.We conclude that educational psychological misconceptions are common among German preservice teachers and that merely presenting empirical evidence is insufficient to effectively counteract misconceptions. Future research should deepen the understanding of why and wherefrom these misconceptions occur and develop efficient
interventions to counteract misconceptions among preservice teachers.

Item Type: Article in Academic Journal
Keywords: Educational psychology, Evidence, Misconceptions, Preservice teachers, Refutation
Date Deposited: 15 Dec 2023 12:06
Last Modified: 15 Dec 2023 12:06
DOI: 10.1007/s10212-020-00474-5
ISSN: 0256-2928
URI: https://irihs.ihs.ac.at/id/eprint/6829

Actions (login required)

View Item View Item