Teacher leader continuously strives to improve his/her coaching practice in order to make the greatest impact on student learning.
Static Worldview (Mindset)
“Within a static view of reality, fixed traits organize the individual’s phenomenology; there is close correspondence between traits and actions—traits engender actions, which in turn imply traits. This view of the human reality has the advantage of being parsimonious, but it is not without its potential cost.” (Dweck, 282)
Dynamic Worldview (Mindset), otherwise known as a ‘Growth’ Mindset
“This dynamic, incremental view of human reality...may result in a lower degree of certainty when making behavioral predictions_‹_ Moreover, because human attributes are viewed as malleable, a high degree of certainty or closure may never be possible. However, compared to the static view, this view allows more room for change, and the mediational analysis fostered by this view may also suggest mechanisms for change... this view may reduce the likelihood of helpless responding and promote mastery-oriented coping in the face of aversive events.” (Dweck, 283)
This is one of the seed psychology papers introducing mindset. Dweck is the person who initially suggested “mindset” in educational research.
Coaching education and leadership training programs should consider focusing on helping coaches and leaders develop a growth mindset about their leadership abilities, and suggestions are offered for ways to incorporate the study of and emphasis on a growth leadership mindset in sport.
In this rapidly changing environment, technology plays an essential role as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a MLE is a difficult task that concerns teachers’ responsibilities and their mindset. The research indicates that teachers are not always able to make full use of ICT because they lack self-confidence, time for preparation and the technological skills needed to successfully manage the teaching-learning process inside and outside the classroom. Findings also suggest that there are other problems associated with new roles, role conflict and the perception of increased workload.
Lifelong learning is more than just adult education or training—it is a mindset and habit people must acquire. Lifelong learners must adopt new frameworks to accelerate progress.
Calls for investing in lifelong learning across the community have increased. This paper considers the contexts and range of challenges for teachers in the twenty-first century and suggests that investment in maintaining their intellectual and emotional selves is key to the educational success of schools in changing times.
A four-year longitudinal study shows that when elementary teachers believed in growth mindset, their students had high ability in reading and math, and those students developed higher academic self-concept.
To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.
Please submit several artifacts that were created while fostering a growth mindset (such as links to writing, audio, images, video, or other products) including such items as:
Provide a reflection on your experience, using the following questions as guidance:
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