When Teachers Become Students: Impacts of Neuroscience Learning on Elementary Teachers' Mindset Beliefs, Approach to Learning, Teaching Efficacy, and Grit

Autor/in	Gutshall, C. Anne
Titel	When Teachers Become Students: Impacts of Neuroscience Learning on Elementary Teachers' Mindset Beliefs, Approach to Learning, Teaching Efficacy, and Grit
Quelle	In: European Journal of Psychology and Educational Research, 3 (2020) 1, S.39-48 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2589-949X
Schlagwörter	Teacher Attitudes; Beliefs; Neurosciences; Learning Processes; Brain; Teaching Styles; Persistence; Educational Objectives; Goal Orientation; Sleep; Anxiety; Exercise; Self Actualization; Self Control; Teacher Effectiveness; Elementary School Teachers; Neurological Organization + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Neuroscience; Neurowissenschaften; Neurowissenschaft; Learning process; Lernprozess; Gehirn; Lehrstil; Unterrichtsstil; Ausdauer; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Schlaf; Angst; Übung; Self actualisation; Selbstverwirklichung; Selbstbeherrschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Previous research suggests that learning basic neuroscience constructs, especially about the malleability of the brain, impacts middle school and older students' academic mindset, response to failure and academic persistence. This research targets teacher beliefs using a similar model. Teachers were taught introductory neuroscience concepts related to how the brain learns. Session topics included: basic neurodevelopment, neuroplasticity, sleep and the brain, stress and the brain, exercise and the brain, growth mindset, growth mindset feedback, self-control and grit. Results of this school level intervention suggest significant impacts on teachers' mindset, teaching efficacy, teachers' approach to learning and grit. In particular, teacher mindset beliefs significantly increased after the teachers were taught the concepts. Implications for schools and teacher preparation are discussed. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/about-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01