Secondary teachers' perspectives on sustaining growth mindset concepts in instruction

Abstract

PurposeThe purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.Design/methodology/approachThis study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.FindingsFour major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.Research limitations/implicationsThe study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.Originality/valueDue to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

Relationship Between Mindset of Pre-Service Elementary School Teacher and Academic Achievement

“…Kodrat (2019) mentioned that changes in the mindset of teachers, parents, and stakeholders are needed to encourage students to be actively involved in learning activities. If learning does not present verbal affirmations and a growth mindset, learning achievement may be constrained (Jorif & Burleigh, 2020).…”

“…Besides, research related to the growth mindset and academic achievement has been conducted throughout primary and secondary schools. The application of growth mindset practices in learning can be said to be an innovative learning practice needed to improve students' academic progress (Jorif & Burleigh, 2020). Teachers who apply to learn with the concept of a growth mindset allow their students to improve their academic development (Jorif & Burleigh, 2020).…”

“…The application of growth mindset practices in learning can be said to be an innovative learning practice needed to improve students' academic progress (Jorif & Burleigh, 2020). Teachers who apply to learn with the concept of a growth mindset allow their students to improve their academic development (Jorif & Burleigh, 2020). Ronkainen, Kuusisto, and Tirri ( 2019) mentioned that the feedback was given by teachers by saying "not yet" can change the mindset of students towards a growth mindset.…”

Profil Mindset Calon Guru SD

“…Kodrat (2019) menyebutkan bahwa perubahan mindset guru, orang tua dan stakeholder diperlukan untuk mendorong siswa terlibat aktif dalam kegiatan pembelajaran. Jika pembelajaran tidak menghadirkan afirmasi verbal dan growth mindset, pencapaian pembelajaran mungkin akan terkendala (Jorif & Burleigh, 2020). Penerapan growth mindset juga berpengaruh pada pencapaian akademik siswa.…”

“…Penerapan growth mindset juga berpengaruh pada pencapaian akademik siswa. Penerapan praktek-praktek growth mindset dalam pembelajaran bisa dikatakan sebagai praktek pembelajaran innovatif yang dibutuhkan untuk meningkatkan kemajuan akademik siswa (Jorif & Burleigh, 2020). Para guru yang menerapkan pembelajaran dengan konsep growth mindset memberikan siswanya kesempatan untuk meningkatkan perkembangan akademiknya (Jorif & Burleigh, 2020).…”