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This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher's pedagogical thinking and practices and found significant differences between fixed-mindset and growth-mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth mindsets in education.

Originalspråkengelska
Artikelnummer753698
TidskriftFrontiers in education
Volym6
Antal sidor14
ISSN2504-284X
DOI
StatusPublicerad - 29 sep. 2021
MoE-publikationstypA1 Tidskriftsartikel-refererad

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  • 516 Pedagogik

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