Empowering teachers to implement a growth mindset

Abstract

Research evidences the benefit of students holding a growth mindset. There is also increasing recognition of the influence of teachers’ beliefs on how students perceive their own abilities. Teacher and student beliefs are linked: despite this, there is sparse research investigating teacher mindsets. This research sought to evaluate training aimed at influencing teachers’ mindsets and effecting practice change. A mixed methods design was employed. Six training sessions were conducted across two phases. Phase one consisted of an initial training session to 37 participants. Phase two consisted of five sessions attended by 17 participants. Results found a statistically significant shift between pre- and post-measures of mindset which was maintained after three months. Evaluation indicated increased participants’ knowledge base and confidence. Key themes identified evidenced the impact of the training on sustained change to teacher mindset and practice. Limitations and implications for practice are considered.

Keywords:

• Implicit theories
• growth mindset
• teacher change
• teacher practice
• implementation science
• educational psychology

Acknowledgement

The Author would like to thank Elizabeth Hannah (University of Dundee) for her advice and support throughout this research project. She would also like to acknowledge the encouragement and support from Susan Morrison and Elaine Fitzpatrick.