Teachers' Theories of Intelligence and Instruction in English Secondary Education

Autor/inn/en	Cutler, Chloe-Rose; Mallaburn, Andrea; Putwain, David W.; Daly, Angela
Titel	Teachers' Theories of Intelligence and Instruction in English Secondary Education
Quelle	In: Teacher Education Advancement Network Journal, 11 (2019) 2, S.59-70 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2054-5266
Schlagwörter	Secondary School Teachers; Teacher Attitudes; Beliefs; Intelligence; Theories; Socialization; Instruction; Theory Practice Relationship; Language Usage; Foreign Countries; Motivation Techniques; Teacher Expectations of Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Intelligenz; Klugheit; Theory; Theorie; Socialisation; Sozialisation; Teaching process; Unterrichtsprozess; Theorie-Praxis-Beziehung; Sprachgebrauch; Ausland; Motivationsförderung
Abstract	This paper explores the relationship of teachers' intelligence beliefs and classroom instruction, in particular teachers' use of intelligence language. According to Dweck's (1999) theory of intelligence, individuals can hold intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory, with intelligence understood as malleable. Some research demonstrates congruence between teachers' beliefs and practice; for example, teacher intelligence beliefs and praise language (Lin-Siegler, Dweck & Cohen, 2016). Other findings, however, report incongruence between the belief-practice relationship, such as intelligence beliefs and use of challenge (Rissanen, Kuusisto, Hanhimäki & Tirri, 2018a). Consequently, this study aims to further understand teachers' belief-practice relationship in the classroom. Pilot data were collected through mixed-methods, consisting of Dweck's (1999) intelligence theory questionnaire, video-recorded observations, and semi-structured interviews. Data were analysed using thematic analysis. Findings indicate that the belief-practice relationship is both congruent and incongruent; as teachers' intelligence beliefs are not always enacted during instruction. Rather, intelligence belief and practice may be mediated by other personal beliefs and contextual factors, such as pre-determined target grades, class sets (low, mid, high), beliefs about students and student behaviour; however additional evidence is required. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01