Author: Sabina Keppel
Keppel, Sabina, 2024 Investigating how an Early Childhood Lecturer (ECL) can foster the growth mindset, Flinders University, College of Education, Psychology and Social Work
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Abstract Backgrounds: The growth mindset as defined by the Early Years Learning Framework (EYLF) views learning as a continual journey of connection to optimism, resilience and positive attitude to learning that supports children’s wellbeing (Australian Government Department of Education [AGDE], 2022). Growth mindset research has influenced how qualified early childhood teachers (ECTs) support children to develop a positive attitude to learning through resilience and optimism. However, there is a lack of evidence how ECTs learn about growth mindsets in their initial teacher education (ITE) from early childhood lecturers (ECLs). Method: Participatory Action Research (PAR) was conducted in three spirals with one participant at a private higher education provider in NSW. Data was thematically analysed within the perceptions (P) of the growth mindset, implementation (I) and evaluation (E) of the growth mindset principles being - ‘embracing challenges’, ‘persist in the face of setbacks’ ‘see effort as a path to mastery’ ‘learn from criticism’ and ‘find lessons and inspiration in the success of others’. Results: PAR identified that perceptions, implementation and evaluation of the growth mindset principles are dependent on the self-efficacy of the ECL. Yet, an ECL’s self-efficacy is dependent on their self-beliefs, motivation, metacognition and ability to engage in self-regulated learning. Therefore, for an ECL to foster the growth mindset they are required continually grow and develop through the growth mindset principles. Conclusions: The research highlights the importance of collegial discourse in sharing, reflecting and enacting the growth mindset principles within ECL’s teaching practice for student ECTs to have best practice modelled in ITE. Creating a culture within higher education where student ECTs believe that they can grow and develop is best for their teaching practice, and benefits society at large. Future research into student ECTs self-beliefs, motivation and metacognition may provide further insights to how ECLs can further positively impact them within ITE.
Keywords: Growth and fixed mindsets, early childhood lecturers, student early childhood teachers, incremental theory, higher education contexts, initial teacher education
Subject: Education thesis
Thesis type: Masters
Completed: 2024
School: College of Education, Psychology and Social Work
Supervisor: Dr Bev Rogers