Journal Articles (ACME)
Items in this Collection
- 5pre-service teachers
- 2mindset theory
- 1approaches to instructions
- 1assessment
- 1classroom goals
- 1epistemic emotions
- 4Lia M. Daniels
- 3Lauren D. Goegan
- 2Amanda I. Radil
- 1Bryce S. Dueck
- 1Devon J. Chazan
- 1Gabrielle N. Pelletier
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2020-01-18
Gabrielle N. Pelletier, Lauren D. Goegan, Devon J. Chazan, Lia M. Daniels
The popularity of mindset theory has resulted in a surge of mindset interventions in schools. However, with increased popularity, there is the potential for misunderstandings and hesitations about what a growth mindset fully entails. Therefore, we sought to disentangle which components of growth...
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Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing
Download2017-01-01
Lia M. Daniels, Amanda I. Radil, Lauren D. Goegan
Pre-service and practicing teachers feel responsible for a range of educational activities. Four domains of personal responsibility emerging in the literature are: student achievement, student motivation, relationships with students, and responsibility for ones own teaching. To date, most...
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From Pre-Service to Practicing Teacher Considering the Stability of Personal and Classroom Goals
Download2015-01-01
Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service...
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Using Epistemic Emotions to Support Canadian Pre-service Teachers Learning about Classroom Assessment
Download2023-10-10
Students feel epistemic emotions like surprise or frustration when they encounter content that conflicts with their beliefs or previous knowledge in a way that can facilitate or hinder learning. Pre-service teachers may find that professional perspectives on assessment conflict with their...