Resumo

LONGATO, Carolina Ruiz  e  BARRERA, Sylvia Domingos. Teacher's implicit theories about nature, origin and development of intelligence. Psicol. pesq. [online]. 2014, vol.8, n.2, pp. 135-143. ISSN 1982-1247.  http://dx.doi.org/10.5327/Z1982-1247201400020002.

Considering that teacher's beliefs can influence the relationships with students and teaching strategies, this study aimed to analyze teachers' implicit theories about the nature, origin and development of intelligence. Participants were 60 teachers, from public and private elementary schools. A questionnaire was used consisting of a Likert scale of four levels, based on instruments developed in the literature. The results were analyzed quantitatively. In general, the teachers tended to agree with the flexibility and multidimensionality of intelligence, however we identified some differences between implicit theories of teachers from public and private schools, with the latter showing greater disagreement of statements that conceive intelligence as a fixed trait and whose origin is genetic.

Palavras-chave : inteligência; professores; ensino fundamental; intelligence; teachers; elementary education.

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