A Longitudinal Analysis of Field-Specific Ability Beliefs of Future Educators: Change or Stability?

• In Event: The Spaces We Make and Take for Preservice Teachers

Abstract

This study explores the longitudinal development of field-specific ability beliefs (FABs) in pre-service teachers, representing subject-specific mindsets about students' capabilities. Unlike general mindsets about intelligence, FABs focus on the belief that success in a particular subject requires an inherent ability that cannot be taught. The objectives were twofold: to understand how FABs change over time and to investigate differences in FAB development between STEM and Non-STEM subjects. Data from 1,015 pre-service teachers were collected annually over four years. Latent growth modelling revealed that FABs decreased over time in most subjects, with the strongest decreases observed in math-intensive subjects, which backs up previous research. However, further research is needed to identify additional factors influencing mindset development in future educators.

Authors

• Katharina Asbury, Leibniz Institute for Science and Mathematics Education

• Bastian Carstensen, Leibniz Institute for Science and Mathematics Education

• Uta Klusmann, IPN · Leibniz Institute for Science and Mathematics Education