Same Mindset, Different Pedagogical Strategies: A Case Study Comparing Chinese and Finnish Teachers

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dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Learning, Culture & Interventions (LECI) en
dc.contributor.author Zhang, Junfeng
dc.contributor.author Kuusisto, Elina
dc.contributor.author Tirri, Kirsi
dc.date.accessioned 2020-03-30T06:26:01Z
dc.date.available 2020-03-30T06:26:01Z
dc.date.issued 2020-02
dc.identifier.citation Zhang , J , Kuusisto , E & Tirri , K 2020 , ' Same Mindset, Different Pedagogical Strategies: A Case Study Comparing Chinese and Finnish Teachers ' , International Journal of Learning, Teaching and Educational Research , vol. 19 , no. 2 , pp. 248-262 . https://doi.org/10.26803/ijlter.19.2.15 en
dc.identifier.issn 1694-2493
dc.identifier.other PURE: 134137253
dc.identifier.other PURE UUID: 6f8f0319-d97d-4a35-a7e4-60594cb06320
dc.identifier.other ORCID: /0000-0001-5847-344X/work/71512208
dc.identifier.other ORCID: /0000-0001-5003-547X/work/71514038
dc.identifier.uri http://hdl.handle.net/10138/313706
dc.description.abstract Given that little is known about the correlations between teachers’ mindset and their pedagogical strategies, in this article, we explore Chinese and Finnish teachers’ mindsets and their pedagogical strategies from the perspective of praise and adaptive teaching. This study was conducted in two Chinese schools (N = 50) and one Finnish school (N = 77) with instruments of the mindset inventory, praise scale and adaptive learning scale (PALS). The results reveal that Chinese and Finnish teachers’ preferences for pedagogical strategies differ even though they hold the same growth mindset, which confirms that teachers do not necessarily utilize growth mindset messages even though they endorse a growth mindset. While Finnish teachers prefer pedagogical methods in accordance with growth mindset pedagogy, Chinese teachers seem to apply mixed strategies reflecting both growth and fixed mindsets. The results imply differences within Finnish and Chinese teacher education regarding the internalization of the principles of growth mindset pedagogy. en
dc.format.extent 15
dc.language.iso eng
dc.relation.ispartof International Journal of Learning, Teaching and Educational Research
dc.rights en
dc.subject 515 Psychology en
dc.subject 516 Educational sciences en
dc.title Same Mindset, Different Pedagogical Strategies: A Case Study Comparing Chinese and Finnish Teachers en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.26803/ijlter.19.2.15
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
dc.contributor.pbl
dc.contributor.pbl

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