An Exploratory Study of the Relationship Between Teachers' Implicit Theories and Reflection

• In Event: 43.027 - Math Teachers' Learning in Action

Abstract

Developing growth mindsets in mathematics students has been an intense focus of educational research and practice over the last decade. Substantially less attention, however, has been given to the mindsets of mathematics teachers--particularly their mindsets about whether their own teaching ability is malleable. This study assesses the implicit theories of math intelligence and teaching ability in 100 elementary mathematics teachers. It also explores the relationship between those implicit theories and the depth of teachers' reflection on lesson videos. The results indicate that teachers largely hold growth mindsets about both math intelligence and teaching ability and that, at least for these teachers, mindset has no discernable relationship with reflection.

Authors

• Meg Bates, University of Chicago

• Michelle Perry, University of Illinois

• Joseph P Cimpian, NYU

• Cheryl Moran, University of Chicago

• Victoria Jay, University of Illinois at Urbana-Champaign

• Shereen Oca Beilstein, University of Illinois at Urbana-Champaign

• Genevieve Marie Henricks, University of Illinois at Urbana-Champaign