Teachers’ Implicit Meaning Systems and Their Implications for Pedagogical Thinking and Practice: A Case Study from Finland

Rissanen, Inkeri; Kuusisto, Elina; Hanhimäki, Eija; Tirri, Kirsi

doi:10.1080/00313831.2016.1258667

Cited by 51 publications

(60 citation statements)

References 43 publications

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“…For example, some Finnish teachers believe that the academic competence of poorly achieving students is malleable, yet that of high achieving students is stable [43,44]. Other teachers' beliefs on this issue can be just the reverse [45].…”

Section: Context Of the Studymentioning

confidence: 99%

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Kuusisto

Laine

Tirri

2017

Education Research International

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This article examines how school children and adolescents ( = 607) perceive the nature of talent development. More particularly it is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students' perspectives on talent development are related to their learning outcomes. Participants were students in elementary ( = 200), lower secondary ( = 256), and upper secondary school ( = 151). The results showed that students perceived the nature of intelligence as more malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences in students' perceptions. By examining the relation between implicit beliefs and students' academic achievements, it was found that growth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades. The results suggest that the relationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.

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Section: Context Of the Studymentioning

confidence: 99%

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Kuusisto

Laine

Tirri

2017

Education Research International

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“…Furthermore, since we also know that implicit theories influence how teachers interpret social information in the classroom as well as the pedagogical choices they make and that they continuously become communicated to the students (Rattan, Good, and Dweck, 2012;Rissanen, Kuusisto, Hanhimäki, & Tirri, 2016), we also assume that teachers' implicit theories influence their endeavors to teach morality. Subtle cues communicated to students can affect the development of students' implicit theories, which then affects the development of their ethical capabilities.…”

Section: Teachers' Implicit Theoriesmentioning

confidence: 99%

The implications of teachers’ implicit theories for moral education: A case study from Finland

Rissanen

Kuusisto

Hanhimäki

et al. 2017

Journal of Moral Education

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Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers' implicit beliefs are communicated to students and influence teacher's interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.

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“…For example, Burnette et al's (2013) meta-analysis provides a broad view of the relationship between self-regulation and mindset. However, in addition to quantitative studies, mindset has also been studied with qualitative and mixmethod approaches, yielding valuable information about mindsets in classroom interaction, especially in connection with teachers (see Rissanen, Kuusisto, Hanhimäki, & Tirri, 2016). Thirdly, in previous reviews, mindset has mostly been regarded as an independent variable that predicts the dependent variable, which is achievement.…”

Section: Introductionmentioning

confidence: 99%

How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

Zhang¹,

Kuusisto²,

Tirri³

2017

PSYCH

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Empirical research on mindset has indicated that mindset can predict numerous individual achievement, including academic, cognitive, motivational, affective and even socioeconomic, through mediation of social-cognitive approaches. The purpose of this paper is to compile and synthesize articles published from 1998 to 2017 on the relationship between mindset and academic achievement and explore the role of mindset in academic achievement. The studies indicate that students' mindsets play several roles of cause and mediator in academic achievement. Mindset can also be an outcome of students' academic achievement. Furthermore, in some studies, the relationship between mindset and achievement is non-correlational. Meanwhile, teachers' mindsets play the role of cause or mediator in students' academic achievement, but no role of outcome. Limitations and recommendations for future studies are discussed.

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Teachers’ Implicit Meaning Systems and Their Implications for Pedagogical Thinking and Practice: A Case Study from Finland

Cited by 51 publications

References 43 publications

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

The implications of teachers’ implicit theories for moral education: A case study from Finland

How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

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