Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view

ABSTRACT

This exploratory study aimed to investigate the implicit (personal theories) of student teachers through consideration of their beliefs about the nature of ability (intelligence). By drawing on ideas of personhood and identity to investigate constructions of intelligence, the authors also hoped to begin to explore the legitimacy of a multifaceted notion of individual accounts of ability. A questionnaire was administered to student teachers undertaking a one-year intensive postgraduate diploma in order to become high school teachers (n = 46) (12–18 years) or primary teachers (n = 41) (3 up to 12 years). Findings highlight the ways in which these student teachers held contrasting views of intelligence depending on their positioning and the implications for teaching decisions and children’s learning experiences.

KEYWORDS:

• Intelligence
• pre-service teachers
• learner abilities

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Intelligence and ability are used interchangeably reflecting the currency of both terms in teacher thinking.

Additional information

Notes on contributors

Lorna Hamilton

Lorna Hamilton is a Senior Lecturer in Education Research at the University of Edinburgh. Drawing on considerable teaching and research experience, she works in key areas around identity, inclusion and new/early career teacher education and development as well as in qualitative research methods.

Angela Jaap

Angela Jaap is a lecturer in professional learning at the Royal Conservatoire of Scotland, where she is responsible for leading teacher education. Angela has extensive experience of teaching in higher education and prior to this taught music in secondary school. Angela’s research interests lie in professional learning and arts education.