Teacher Growth Mindsets

Group Submission Type: Formal Panel Session

Proposal

What is the effect of a teacher's growth mindset on student learning? A novel set of emerging research studies have explored why many in-service teacher training programs are ineffective, finding that one of the core challenges limiting the success of teacher training is one of teacher beliefs that can be effectively addressed by cultivating a growth mindset. This panel explores how teacher training programs focused on "growth mindset" principles can enhance student learning outcomes globally. Pioneering work by Carol Dweck and subsequent studies (Rege et al., 2021) show that individuals' beliefs about their capabilities—their "mindset"—are crucial for performance. A growth mindset is the belief that abilities, including intellectual capacities, are not fixed but can be developed through effort. Key research questions include the prevalence of growth mindsets, how they can be cultivated, and whether they lead to measurable improvements in academic outcomes. This panel presents a systematic review of the teacher growth mindset literature and examples of research from Rio de Janeiro and Chile.

Sub Unit

• Teacher Education and the Teaching Profession SIG

Organizer

• Mary E Breeding, Bill and Melinda Gates Foundation

Chair

• Barbara Bruns, Self-rmployed

Individual Presentations

• Teacher Growth Mindsets: Framing the underlying problem of fixed teacher mindsets and teacher effectiveness - Mary E Breeding, Bill and Melinda Gates Foundation

• Exploring the Relationship between Teacher Growth Mindsets and Student Learning Outcomes in Rio de Janeiro - Tassia de Souza Cruz, FGV EBAPE - Fundação Getulio Vargas; Barbara Bruns, Self-rmployed

Discussant

• Jaime Saavedra, The World Bank Group