Cornici mentali e stereotipie didattiche nella formazione degli insegnanti

Evidence based research on the efficacy of instruction and teachers with expertise recentlyhas provided a framework for new models of teacher training. It has highlightedespecially how teaching mind frames are elements to distinguish between teacherswith or without expertise. Revealing teachers’ mind frames and especially their implicitmisconceptions may be of particular relevance to promote a critical reflection and acomparison with teaching behaviors informed by evidence. This paper describes theEffective Teaching Questionnaire (ETQ) designed for this purpose. It has been administeredto ungraduated students – first year of university course – and teachers. Resultsshow no substantial differences between instructional misconceptions of studentsand teachers. This suggests that misconceptions remain similar over the years withno relevant changes during university education.