Bridging Teachers’ Growth Mindset Beliefs and Practices Through Teacher Experimental Training and Collaborative Inquiry
DOI:
https://doi.org/10.30605/proximal.v9i4.9885Keywords:
Teacher Growth Mindset, Teacher Experimental Training, Collaborative InquiryAbstract
This descriptive exploratory case study examines teachers’ growth-oriented beliefs and documented instructional practices in the local Teacher Experimental Training (TET) program. We analyzed six survey indicators, staged T0–T2 records, and interview-labeled excerpts/codes in one integrated workbook containing 29 distinct participant codes. The highest survey mean concerned the belief that teaching ability can develop (M = 4.48), followed by viewing failure as an opportunity for learning (M = 4.28) and discussing instructional problems with colleagues (M = 4.03). The mean for using learning evidence was 3.97, while evidence-based decisions about retaining or changing strategies averaged 3.48. Perceived support for time and workload was lowest (M = 3.14). The records describe four T0–T2 patterns, and source-assigned interview codes represent reflection, collegial inquiry, and organizational constraints. Participant codes align the survey, staged record, and interview-labeled fields within rows, but the workbook supplies no dates for T0–T2. Findings are descriptive and do not establish change over time or a causal effect of TET.
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