“Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative

Patrick, Susan; Joshi, Ela

doi:10.1016/j.tate.2019.04.009

Cited by 30 publications

(17 citation statements)

References 43 publications

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“…Interestingly, the limited work on teacher mindsets that does exist usually investigates what mindsets teachers have about their learners' abilities and often examines the subsequent effects of these mindsets on their teaching behaviours (see, e.g. Patrick and Joshi 2019;Rissanen et al 2019).…”

Section: Teacher Mindsets In Teacher Educationmentioning

confidence: 99%

Exploring pre-service language teachers’ mindsets using a sorting activity

Haukås

Mercer

2021

Innovation in Language Learning and Teaching

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Researching mindsets has become a topic of considerable interest in language learning. However, the majority of studies tend to focus on learners and their mindsets, with very little research examining the mindsets of teachers, either in-service or pre-service. Yet, teachers' mindset beliefs about their competences as educators are likely to be fundamental to their willingness to engage in professional development and how they cope with challenges. In this study, we addressed two research questions: 1. What are pre-service teachers' mindsets about diverse language teaching competences? 2. In what ways do pre-service teachers explain their mindset beliefs about language teaching? Data were collected from 12 pre-service language teachers in Austria and Norway using two semi-structured interviews, a short background questionnaire, and a sorting task prior to the second interview. During the sorting task, the teachers arranged statements along a continuum and were asked in the following interview to explain their sorting. The findings revealed a set of interrelated beliefs best thought of as a system including beliefs beyond malleability. There was no evidence of categorical mindset beliefs but more orientations towards a particular perspective. The study raises important questions for research methodologies using binary dichotomies and single-point data collection tools.

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Section: Teacher Mindsets In Teacher Educationmentioning

confidence: 99%

Exploring pre-service language teachers’ mindsets using a sorting activity

Haukås

Mercer

2021

Innovation in Language Learning and Teaching

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“…The outcomes indicated that teachers with a growth teaching mindset showed a higher work engagement with teaching enjoyment as a mediating factor. In another study by Patrick and Joshi (2019) , it was hypothesized that teachers’ prior ideas about the learners and learning have an impact on teachers’ mindset. It was revealed that teachers’ growth mindset is significantly correlated with students’ mindset about their own skills, personality, and attributes.…”

Section: Literature Reviewmentioning

confidence: 99%

A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers

et al. 2023

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Because of the importance of positive emotions in second language (L2) acquisition, researchers have undertaken studies to investigate L2 learners’ emotions. Nevertheless, L2 teachers’ emotions still require more scholarly attention. Against this backdrop, we sought to test a model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among English as a foreign language (EFL) teachers. To this end, 486 Chinese EFL teachers volunteered to partake in an online survey and completed the questionnaires of the four constructs in question. Confirmatory factor analysis was performed to ensure the construct validity of the used scales. Then structural equation modeling (SEM) was used to test the hypothesized model. SEM results indicated that teaching enjoyment, teacher grit, and growth mindset directly predicted EFL teachers’ work engagement. In addition, teaching enjoyment affected work engagement indirectly via the mediation of teacher grit. Likewise, teacher grit mediated the effect of growth mindset on teachers’ work engagement. Finally, the implications of these findings are discussed.

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“…Limited research explored the mindsets of teachers and the impact these mindsets have on their practices (Patrick & Joshi, 2019;Rissanen et al, 2019). However, it was shown that teachers' mindsets about intelligence especially, indeed influence teachers' practices, have the power to shape students' academic achievement and motivation, as well as bare impact on the ways teachers' act and interact with their students (Georgiou et al, 2002;Rissanen et al, 2018).…”

Section: Teachers' Mindsetsmentioning

confidence: 99%

“…In their research on teachers' understanding of growth mindset and its implementation into their instructional practices, Patrick and Joshi (2019) demonstrated that teachers often falsely associate growth mindset with positivity, and thus may have a simplistic understanding of and/or misconceptions of the growth mindset. In a large sample of pre-service teachers, DeLuca et al (2019) explored the linkages between their assessment mindsets and the classroom assessment.…”

Section: Teachers' Mindsetsmentioning

confidence: 99%

Fixed mindset as a challenge in teaching practice: A pre-service teacher’s experiences of received feedback

2023

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Teaching practice is a critical component in teacher education, and better understanding of how pre-service teachers experience and interpret the feedback received in this setting is needed to understand teacher development in initial teacher education. Arguably, the mindset theory can help explain pre-service teachers’ responses to and reception of feedback. This narrative study examines one pre-service mathematics and science teacher’s experiences of received feedback from her supervisors during teaching practice and discusses the impact of her mindset on her reception of feedback. Esteri displayed a so-called fixed mindset regarding her qualities as a teacher and towards the feedback received, which greatly hindered her reception of the feedback. Interestingly, we observed characteristics of fixed mindset also in the feedback given by her supervisors. We discuss the challenges that fixed mindset poses for feedback practices, and what narrated experiences of feedback can teach us about supporting teacher development of future teachers in teaching practice.

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“Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative

Cited by 30 publications

References 43 publications

Exploring pre-service language teachers’ mindsets using a sorting activity

Exploring pre-service language teachers’ mindsets using a sorting activity

A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers

Fixed mindset as a challenge in teaching practice: A pre-service teacher’s experiences of received feedback

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