In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school

被引：61
|
作者：
Rissanen, Inkeri [1 ]
Kuusisto, Elina [2 ,3 ,4 ]
Tuominen, Moona [4 ]
Tirri, Kirsi [4 ,5 ]
机构：
[1] Univ Tampere, Fac Educ, Akerlundinkatu 5, FI-33014 Tampere, Finland
[2] Univ Humanist Studies, Dept Educ, Kromme Nieuwegracht 29, NL-3512 HD Utrecht, Netherlands
[3] Tallinn Univ, Sch Educ Sci, Narva Rd 25, EE-10120 Tallinn, Estonia
[4] Univ Helsinki, Dept Educ, POB 9, FIN-00014 Helsinki, Finland
[5] Helsinki Collegium Adv Studies, Fabianinkatu 24,POB 4, FIN-00014 Helsinki, Finland
来源：
TEACHING AND TEACHER EDUCATION | 2019年 / 77卷
关键词：
Growth mindset pedagogy; Growth mindset; Fixed mindset; Case study; Stimulated recall interview; Finland; IMPLICIT THEORIES; LAY THEORIES; INTELLIGENCE; ACHIEVEMENT; BELIEFS; CONCEPTIONS; PRESERVICE; MOTIVATION; EDUCATION; STUDENTS;
D O I：
10.1016/j.tate.2018.10.002
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this article we take up the two-fold task of creating a framework for a growth mindset pedagogy on the basis of our previous studies and exploring the critical points of this pedagogy in the classroom of a mixed-mindset teacher. The data include classroom observations and stimulated recall interviews. The results show how a teacher who is socialized into the Finnish educational system pursues core features of growth mindset pedagogy, despite not having a dominant growth mindset herself. However, we identify critical points in her practices, which suggest that teaching the theory of mindset in teacher education is needed. (C) 2018 The Authors. Published by Elsevier Ltd.
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页码：204 / 213
页数：10
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