Mindsets of postgraduate students enrolled on teaching-focused courses
Posted on 6 November 2015
National differences in mindset among students who plan to be teachers are examined in a PERC paper published in the International Journal of School and Educational Psychology.
The paper by Kathryn Asbury and PERC colleagues Robert Klassen, Claudine Bowyer-Crane, Chris Kyriacou and Poppy Nash starts with the premise that evidence suggests teachers’ own mindsets may influence those of their students.
Asbury assessed mindset among student teachers from different places of origin (UK and East Asia) in a UK university. Although both groups were relatively growth-minded, those brought up in the UK were significantly more so than those brought up in East Asia. Furthermore, UK student teachers reported higher levels of growth mindset than East Asian student teachers in relation to pupils’ academic potential, behavior, dyslexia, and ADHD. Read more