Abstract

Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes. Findings from the present investigation indicate that teachers generally reported growth mindsets concerning mathematics intelligence and teaching ability. For both mathematics intelligence and teaching ability, teachers’ reporting of more growth—compared to more fixed—mindsets was associated with more expert noticing, as measured by comments they wrote about elementary mathematics video clips on the dimensions of mathematics and student thinking. These findings point to intriguing possibilities about whether fostering growth mindsets (of mathematics intelligence and of teaching ability) in professional development settings might be leveraged to promote expert teacher noticing.

中文翻译：

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教师内隐理论与教师注意关系的探索性研究

摘要

尽管人们对学生的隐性理论（他们的成长和对自己学习的固定心态）如何影响作为学习者的学生感兴趣，但相对较少的心态研究将教师视为学习者。本研究探讨了小学教师关于数学智力和教学能力可塑性的隐性理论。它还研究了内隐学习理论如何与教师注意相关，这是一种与教师课堂实践和学生学习成果相关的结构。目前的调查结果表明，教师普遍报告了与数学智力和教学能力有关的成长心态。对于数学智力和教学能力而言，教师报告的更多成长（与更固定的思维模式相比）与更多的专家关注相关，这是通过他们在数学和学生思维维度上对初等数学视频剪辑撰写的评论来衡量的。这些发现指出了在专业发展环境中培养成长心态（数学智力和教学能力）是否可以用来促进专家教师关注的有趣可能性。