- Year 2024
- NSF Noyce Award # 2050472
- First Name Carrie-Anne
- Last Name Sherwood
- Registration Faculty/Administrator/Other
- Discipline Chemistry, Life Sciences, Mathematics, Physics, STEM Education (general)
- Role Principal Investigator (PI)
- Presenters
Carrie-Anne Sherwood, Southern Connecticut State University
Need
As several studies have shown, teachers’ mindsets significantly influence their teaching practices and, consequently, student learning outcomes (e.g., Dweck, 2006; Yeager et al., 2022). Teachers with a growth mindset are more likely to engage in ongoing learning and seek out opportunities for improvement (Haimovitz & Dweck, 2017). By understanding and fostering a growth mindset among preservice STEM teachers, this research contributes to the development of effective educators who are better equipped to support student learning and success in STEM disciplines. Moreover, by identifying and understanding more about the self-described origin of preservice teachers’ mindsets for STEM teaching (e.g., from a specific course, or aspect of our Noyce program) this study aims to inform the design and delivery of supports within STEM teacher education programs tailored to the unique needs of preservice science and math teachers, ultimately enhancing their effectiveness in the classroom (Yeager & Dweck, 2012). Furthermore, mindset interventions have the potential to promote equity and inclusion in education by challenging stereotypes and fostering a belief in the ability of all students to succeed (Good et al., 2003). By examining the growth mindsets of preservice teachers, particularly within the context of science and math education where achievement gaps persist, this research contributes to efforts aimed at creating more inclusive learning environments where every student feels valued and supported in their academic pursuits.
Research Questions
With this exploratory study, we are interested in answering the following questions:•In what ways do our Noyce Scholars’ beliefs about STEM teaching and learning align with a growth mindset perspective? •What self-reported factors influenced the development of the Noyce Scholars’ mindsets for STEM teaching?•In what ways do the Scholars see their mindsets influencing their instructional practices and classroom interactions (in their field and student teaching experiences)? In what ways do they anticipate their mindsets influencing their teaching practice moving forward?•What is the relationship between Noyce Scholars’ growth mindsets and their intentions to persist in the teaching profession?
Approach
The theoretical framework for this study is primarily based on Carol Dweck’s Growth Mindset theory (2006), which posits that individuals’ beliefs about intelligence and learning can significantly impact their behaviors, attitudes, and ultimately, their success. With a presently small number of Scholars (n=3), our study is exploratory and primarily qualitative at this point. The study was inspired by our Scholars’ responses to some of our external evaluator’s questions from our most recent (Y3) annual report. We plan to conduct semi-structured interviews or a focus group discussion with our Scholars within the next month to explore their experiences, beliefs, and perceptions related to the development of their growth mindset for teaching. We will likely employ thematic analysis to identify recurring themes and patterns in participants’ responses.
Outcomes
Some anticipated outcomes for this study include an understanding of our Scholars’ experiences, beliefs, and perceptions related to their growth mindset development. With these findings, along with a future study comparison with non-Noyce Scholar mindsets, we expect to learn more about the ways in which our STEM teacher preparation programs do and do not support growth mindsets and persistence in our preservice teachers. We expect to be able to develop and implement additional programmatic support to foster growth mindsets in all of our teacher candidates. We may try to publish or present findings from this small exploratory study, but more likely is that this exploratory study will be expanded and publishable manuscripts developed from the larger study.
Broader Impacts
By uncovering insights into growth mindsets among STEM preservice teachers, the study has the potential to inform teacher education programs, enabling educators to better prepare future teachers to promote student learning and resilience in science and math classrooms. Promoting growth mindsets among teachers has the potential to positively impact student achievement and equity in education, as inclusive and supportive learning environments grounded in the belief that all students can succeed are fostered. Additionally, the research has the potential to advance scholarship on growth mindset, particularly in relation to STEM preservice teachers who are training to become teachers in high needs LEAs.
