University of Oulu

Lutovac, S., Hasari, M., & Kaasila, R. (2023). Fixed mindset as a challenge in teaching practice: A pre-service teacher’s experiences of received feedback. European Journal of Science and Mathematics Education, 11(1), 167-181. https://doi.org/10.30935/scimath/12563

Fixed mindset as a challenge in teaching practice : a pre-service teacher’s experiences of received feedback

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Author: Lutovac, Sonja1; Hasari, Matti2; Kaasila, Raimo1
Organizations: 1Faculty of Education and Psychology, University of Oulu, Oulu, FINLAND
2Teacher Training School, University of Oulu, Oulu, FINLAND
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.3 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2022120870079
Language: English
Published: Fahme Dabaj, 2023
Publish Date: 2022-12-08
Description:

Abstract

Teaching practice is a critical component in teacher education, and better understanding of how pre-service teachers experience and interpret the feedback received in this setting is needed to understand teacher development in initial teacher education. Arguably, the mindset theory can help explain pre-service teachers’ responses to and reception of feedback. This narrative study examines one pre-service mathematics and science teacher’s experiences of received feedback from her supervisors during teaching practice and discusses the impact of her mindset on her reception of feedback. Esteri displayed a so-called fixed mindset regarding her qualities as a teacher and towards the feedback received, which greatly hindered her reception of the feedback. Interestingly, we observed characteristics of fixed mindset also in the feedback given by her supervisors. We discuss the challenges that fixed mindset poses for feedback practices, and what narrated experiences of feedback can teach us about supporting teacher development of future teachers in teaching practice.

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Series: European journal of science and mathematics education
ISSN: 2301-251X
ISSN-L: 2301-251X
Volume: 11
Issue: 1
Pages: 167 - 181
DOI: 10.30935/scimath/12563
OADOI: https://oadoi.org/10.30935/scimath/12563
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This study was supported by the Academy of Finland [Grant numbers 307672 and 332232]. Academy of Finland exercised no oversight in the design and execution of the research, nor the writing of this article.
Academy of Finland Grant Number: 307672
332232
Detailed Information: 307672 (Academy of Finland Funding decision)
332232 (Academy of Finland Funding decision)
Copyright information: © 2023 by authors; licensee EJSME by Bastas. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
  https://creativecommons.org/licenses/by/4.0/