Abstract
Educational theories are central for teacher education. Despite their theoretical relevance, students’ and lecturers’ understandings of educational theories and their theory-related attitudes and beliefs thereof are hardly understood. To elucidate these constructs and to test their relevance, we conducted a mixed methods study with 32 students and 12 lecturers. We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both populations, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for teaching and teacher education.
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