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Cutler, C-R, Mallaburn, A, Putwain, DW and Daly, A (2019) Teachers’ Theories of Intelligence and Instruction in English Secondary Education. Teacher Education Advancement Network Journal, 11 (2). pp. 59-70. ISSN 2054-5266
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Abstract
This paper explores the relationship of teachers’ intelligence beliefs and classroom instruction, in-particular teachers’ use of intelligence language. According to Dweck’s (1999) theory of intelligence, individuals can hold intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory, with intelligence understood as malleable. Some research demonstrates congruence between teachers’ beliefs and practice; for example, teacher intelligence beliefs and praise language (Lin-Siegler, Dweck & Cohen, 2016). Other findings, however, report incongruence between the belief-practice relationship, such as intelligence beliefs and use of challenge (Rissanen, Kuusisto, Hanhimäki & Tirri, 2018a). Consequently, this study aims to further understand teachers’ belief-practice relationship in the classroom. Pilot data were collected through mixed-methods, consisting of Dweck’s (1999) intelligence theory questionnaire, video-recorded observations, and semi-structured interviews. Data were analysed using thematic analysis. Findings indicate that the belief-practice relationship is both congruent and incongruent; as teachers’ intelligence beliefs are not always enacted during instruction. Rather, intelligence belief and practice may be mediated by other personal beliefs and contextual factors, such as pre-determined target grades, class sets (low, mid, high), beliefs about students and student behaviour; however additional evidence is required.
| Item Type: | Article |
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| Uncontrolled Keywords: | Implicit Theories of Intelligence; intelligence; secondary education; belief practice; teachers motivation |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Education |
| Publisher: | University of Cumbria |
| Date Deposited: | 13 May 2019 11:08 |
| Last Modified: | 04 Sep 2021 09:25 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/10671 |
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