Preservice Teachers' Mind-Set and Teachers' Professional Performance Standards: Is There a Relation?

• In Event: Authoring of Self: Preservice Teachers Negotiating Their Identity as Teachers

Abstract

The purpose of this study was to investigate pre-service teacher’s outlook based on their mindset (fixed versus growth) towards professional teaching performance standards that have been already established by the State Department of Education to evaluate teacher performance. A total of 51 pre-service-teachers were surveyed. T-test were used to compare mean differences in five professional performance standards based on pre-service teacher’s fixed and growth mindset. Regression analyses was conducted as a follow-up to estimate the amount of variance explained in each standard by mindset. Results revealed that teachers having growth mindset had a statistically significant mean score on each standard except assessment strategies. Regression results indicated that variance explained by growth mindset in each standard was higher than fixed mindset.

Authors

• Parul Acharya, Columbus State University

• Deirdre C. Greer, Columbus State University

• Roger Hatcher, Columbus State University

• Debra Whatley, Columbus State University

• Lizzie Thomas, Columbus State University