The Role of Mind-Set in Novice Teacher Implementation of Differentiated Instruction

• In Event: Sheraton Roundtable Session 33
  In Roundtable Session: This We Believe: Teachers' Mind-Sets and Teaching Practice

Abstract

Drawing upon the situative perspective of teacher cognition, this two-phase longitudinal multicase study explored novice elementary and secondary teachers’ beliefs about mindset (Dweck, 2007). Phase 1 examined the relationship between teacher candidates’ beliefs about mindset and their developing conceptions of differentiated instruction (Tomlinson, 2014) in a teacher preparation course on the approach taught by Carol Tomlinson. In 2014-2015, Phase 2 examined the role of mindset in how the same participants attempted to implement differentiation as first-year teachers. Data sources included one-on-one interviews, classroom observations, and lesson artifacts. Findings indicated that, as participants made meaning of differentiation in both study phases, a growth or fixed mindset served as a key lens through which they viewed themselves, their students, and their practice.

Author

• Hilary Dack, University of North Carolina - Charlotte