Implicit Theories of Teacher Educators about the Capabilities and Motivation of Their Students
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This article explores the implicit theories held by teacher educators regarding their students’ learning capacities and motivation, in a public initial teacher training school in Peru. Based on a qualitative and interpretative approach, six interviews were conducted with primary education teacher educators. A total of 26 statements related to students’ capacities and 28 concerning motivation were identified and classified by connotation (positive, negative, or neutral). The findings reveal a tendency to interpret students' capacities through a deficit lens, with limited recognition of their current strength. Regarding motivation, results show polarized views between dynamic conceptions—emphasizing pedagogical influence—and deterministic ones that attribute motivation to personal or structural factors. The study concludes that teacher educators’ beliefs shape interpretive frameworks that guide their pedagogical decisions and influence the learning opportunities they offer. It is recommended to include critical reflection on these beliefs in both initial and continuing teacher education as a necessary condition for inclusive and transformative teaching.
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