Mapping Growth Mindset among English Teachers at Higher Education: A Case Study

Autor/inn/en	González, Fredy Orlando Salamanca; Herreño-Contreras, Yomaira Angélica
Titel	Mapping Growth Mindset among English Teachers at Higher Education: A Case Study
Quelle	In: MEXTESOL Journal, 47 (2023) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (González, Fredy Orlando Salamanca) ORCID (Herreño-Contreras, Yomaira Angélica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Case Studies; Higher Education; English (Second Language); Second Language Learning; Language Teachers; Faculty Development; Teacher Attitudes; Crisis Management; Barriers; Teacher Effectiveness; Teacher Student Relationship; College Faculty; Teacher Administrator Relationship; Educational Practices; Second Language Instruction + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Lehrerverhalten; Krisenmanagement; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Bildungspraxis; Fremdsprachenunterricht
Abstract	Growth mindset proposed by Dweck (2006) is a suitable resource to aid teachers to grow professionally and resolve pedagogical crises. It represents a reflective tool that enables teachers to take action toward improvement and success. The objective of this study is to determine the mindset adopted by some English teachers within their professional performance, specifically when dealing with pedagogical crises and professional challenges and the type of mindset that they develop. Four English teachers at tertiary education participated in this descriptive case study conducted over four months. Data were collected by means of three instruments: a survey, a journal, and an interview. The results revealed that the sample population tended to take advantage of pedagogical crises and avoid having a fixed mindset toward issues such as: dealing with students, communicating with bosses or coping with unexpected classroom situations. Findings may have a relevant impact on how teachers assume their daily duties and challenges. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01