Abstract

It is recognized that teachers’ beliefs system influence their teaching strategies (Buehl et Beck, 2014 ; Driel et al., 1998 ; OCDE, 2 0 14). Since these strategies might have consequences on student learning, success and motivation, it is crucial to better understand the nature of these beliefs. We have thus developed and validated a questionnaire to probe the beliefs held by science and technology (ST) teachers, as well as to eventually establish the links that these beliefs may have with their students’ motivation toward ST. Based on other existing tools, our 30-items questionnaire was designed according to the three axes of the SOMA model (Legendre, 2005). A subsequent cluster analysis made it possible to group teachers (N = 25) into two clusters : the “subjective, resistant to technology and directive” on the one hand and the “objective, technophile and participative” on the other. Finally, we discuss the possible implications of these results for teacher education and in-service teacher development.