Change in Mind: Teachers' Perception of School Improvement with a Growth Mind-Set for Professional Development Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).

Autor/inn/en	Rechsteiner, Beat; Compagnoni, Miriam; Wullschleger, Andrea; Merki, Katharina Maag
Titel	Change in Mind: Teachers' Perception of School Improvement with a Growth Mind-Set for Professional Development Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).
Quelle	(2021), (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Metacognition; Learning Processes; Educational Improvement; Measurement Techniques; Teaching Skills; Professional Identity; Correlation; Faculty Development; Elementary School Teachers; Educational Practices; Theories; Motivation Techniques; Teacher Attitudes; Teacher Collaboration; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Teaching improvement; Unterrichtsentwicklung; Messtechnik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Theory; Theorie; Motivationsförderung; Lehrerverhalten; Lehrerkooperation; Ausland; Schweiz
Abstract	Numerous studies show the positive effects of a growth mindset on students' learning. Little has been said about the role teachers' mindsets play for school improvement. In this study, the authors analyzed whether growth mindsets of teachers (vs. fixed mindsets) have an influence on: (1) the interest in their professional development; (2) their organizational cognitive and emotional-motivational regulation; and (3) their individual perception of whether their schools are on the right track to improve. Multilevel SEM analyses on a sample of Swiss primary school teachers (N=1625) reveal that a growth mindset has a positive effect on the perception of the school's improvement. Furthermore, this effect is mediated through organizational cognitive and emotional-motivational regulation and interest in professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01