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Growth Mindset: Pre-Service Teachers’ Perspectives

  • Author / Creator
    Pelletier, Gabrielle
  • The popularity of mindset theory has resulted in a surge of mindset interventions in the school systems (e.g., Brainology©). Nonetheless, Carol Dweck has recently emphasized that holding a growth mindset is much more than simply “positive thinking” and instead requires much more effort than teachers might understand. Thus, the purpose of this two-part exploratory study was to better understand how pre-service teachers think about growth mindsets. We wondered what aspects of the theory pre-service teachers continue to struggle with and how they would answer about their own mindset as well as how they think about students with different disabilities. We collected data from 182 participants through a correlational design involving separate quantitative and qualitative data. To answer our research questions, we used descriptive statistics and a thematic analysis. The quantitative results of this study suggest that pre-service teachers hold personal growth mindsets and they have growth beliefs for students with various disabilities. However, despite strong quantitative endorsement of growth mindsets, in the qualitative analyses we determined three ways in which they found growth mindsets hard to accept (1) the notion of the mindset theory itself, (2) the idea that every individual can grow, (3) and the necessary actions behind having a growth mindset. The findings of this study are discussed in terms of implications for theory, researchers, and educators.

  • Subjects / Keywords
  • Graduation date
    Fall 2019
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/r3-4wa6-x573
  • License
    Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.