Identifying Core Features and Barriers in the Actualization of Growth Mindset Pedagogy in Classrooms

Autor/inn/en	Cai, Juan; Wen, Qingyun; Qi, Zhengwen; Lombaerts, Koen
Titel	Identifying Core Features and Barriers in the Actualization of Growth Mindset Pedagogy in Classrooms
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 2, S.485-507 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cai, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09755-x
Schlagwörter	Student Attitudes; Foreign Countries; Mathematics Education; Barriers; Curriculum Implementation; Affordances; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Mathematische Bildung
Abstract	Research identifying the core features of Growth Mindset Pedagogy (GMP) in Chinese mathematics education is limited. This is also the first time we have examined the barriers to implementing GMP. We used semi-structured interviews to collect data. By analyzing the interview data, we identified four core features of GMP in mathematics classrooms: differentiation as the foundation of pedagogical practice, no stereotypes about mathematics learning, encouraging students to think in a process-oriented manner, and promoting a persistent learning attitude. We also found five barriers to GMP implementation: (a) lack of professional support; (b) lack of time; (c) student differences and class size; (d) ignoring cultural contextual elements; and (e) poor partnership between parents and teachers. In our discussion section, we outlined the implications of these findings for research and practice in educational contexts. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01