Date

4-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Ellen Lowrie Black

Keywords

growth mindset, implicit theories, intelligence, metaphor, teacher mindset transformation, transformative learning theory

Disciplines

Education | Secondary Education

Abstract

The purpose of this systematic grounded theory study is to explain the process that teachers experience to transform their mindset regarding student intelligence from fixed towards growth, including effective transformation approaches and obstacles. This study focuses on the transformation experiences of 14 teachers in grades 9-12 from schools in the Midwest region of the United States. Dweck’s mindset theory, Wenger’s communities of practice, Mezirow’s Transformative Learning Theory, and Bandura’s Social Cognitive Theory guided the conceptual framework for developing a theoretical model to explain the process of teacher mindset transformation. Data collected using Dweck’s Mindset Instrument, King’s Learning Activities Survey, interviews, and activities including a metaphor tool were analyzed systematically and a model of transformation emerged. Themes of the model include: a moment of realization, experiences including experimenting and reflection, equipping activities, empowerment, application, extending, and a core category of relationships throughout the model. The model is visualized through metaphor. Implications for further research include expanded populations and use of metaphor in grounded theory studies.

Share

COinS