Abstract

This research aimed to develop the assessment of efficiency of a learning management model to promote growth mindset of student teachers. The samples consisted of 134 freshman student teachers at a university in Thailand. It is a quasi-experimental research. T-test for dependent sample was used for data analysis. The results revealed that the learning management model to promote growth mindset of student teachers was based on personalized learning, self-directed learning, internal coaching, authentic assessment, and reflection. There were 5 components of learning management, i.e., students as learning owners, activity design, creative learning, creative learning activity management, assessment for learning development, and creative feedbacks. Besides, growth mindset of student teachers in post-learning management was significantly higher than in pre-learning management (p < 0.01).

Highlights

  • Growth mindset is a personal belief that their own intelligence, success, and efficacy can be developed further and that they can learn and develop themselves to success as expected by practice and accumulated experiences, along with learning process with determination, perseverance, and effort

  • The results revealed that the learning management model to promote growth mindset of student teachers was based on personalized learning, self-directed learning, internal coaching, authentic assessment, and reflection

  • According to the research implementation, it was found that the learning management model to promote growth mindset of student teachers was based on personalized learning, self-directed learning, internal coaching, authentic assessment, and reflection

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Summary

Introduction

Growth mindset is a personal belief that their own intelligence, success, and efficacy can be developed further and that they can learn and develop themselves to success as expected by practice and accumulated experiences, along with learning process with determination, perseverance, and effort. It encourages learners to learn challenges and other things they have not learned before, without scare of failures because they think failures always create learning and development, which are the key foundations of future innovation creation (Good, Anderson and Inzlicht, 2003; Blackwell, Trzesniewski, and Dweck, 2007; Dweck, 2008; Flores, Lemons, and McTernan, 2011; Dweck, 2012; Weiss and Fortus, 2013; Gregory and Kaufeldt, 2015; Rienzo, Rolfe, and Wilkinson, 2015; Alerson, 2017)

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