Growth Mindset in the Maths Classroom: A Key to Teachers' Well-Being and Effectiveness

Autor/in	Shoshani, Anat
Titel	Growth Mindset in the Maths Classroom: A Key to Teachers' Well-Being and Effectiveness
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 8, S.730-752 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.2007370
Schlagwörter	Mathematics Instruction; Well Being; Correlation; Mathematics Teachers; Teaching Methods; Learning Processes; Outcomes of Education; Grades (Scholastic); Intervention; Mathematics Achievement; Dropouts; Program Evaluation; Comparative Analysis; Faculty Development; Self Efficacy; Program Effectiveness; High School Teachers; Foreign Countries; Teacher Attitudes; Self Control; Teacher Student Relationship; Israel + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Well-being; Wellness; Wohlbefinden; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lernleistung; Schulerfolg; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Programme evaluation; Programmevaluation; Self-efficacy; Selbstwirksamkeit; High school; High schools; Oberschule; Ausland; Lehrerverhalten; Selbstbeherrschung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The present study evaluated the effects of a program designed to promote a growth mindset in maths teachers (i.e., the belief that maths ability can improve through experience and learning) to enhance teaching and learning outcomes in their maths classes. The sample was composed of 155 Israeli high-school maths teachers who were randomly assigned to a one-year intervention or control condition. Growth mindset, professional well-being and emotional teaching efficacy improved significantly in the intervention group over time but did not change in the control group. Teachers' professional well-being, was associated with an increase in student grades and a decrease in class dropout rates. These findings reinforce the need to promote a growth mindset in teachers to maximise their students' potential for maths success. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01