The Role of Teachers’ Strategic Mindset in Effective Teaching Practices

• In Event: AERA Poster Session Saturday 9:45 am
  In Poster Session: Learning Together: Collaboration, Teaching Strategies, and Identity in Classroom and Community Contexts

Abstract

A teachers’ strategic mindset predicts self-regulated teaching behaviors and greater intentions to support self-regulated learning in students. However, there is limited evidence that teachers’ strategic mindset is associated with actually using effective teaching practices. Thus, we examined the role of teachers’ strategic mindset in effective teaching practices that are known to foster students’ self-regulation. We surveyed 343 STEM faculty to assess their strategic mindset and their use of teaching practices. Results showed that teachers with more of a strategic mindset were more likely to employ interleaving and spacing strategies, implement various feedback techniques, and incorporate growth-oriented practices. These findings suggest that a strategic mindset plays an important role in teachers’ use of effective teaching strategies to support students’ self-regulated learning.

Authors

• Seulki Chin, University of Texas at Austin

• Katherine M. Muenks, University of Texas at Austin

• Patricia Chen, University of Texas at Austin