Mindsets of Secondary School Teachers: A Look At Intelligence In The Context of Implicit Theories

Abstract

Implicit theories of intelligence are belief systems that reflect individuals' understanding or assumptions about the nature, structure and development of intelligence. These beliefs, often thought to be unconscious, influence people's attitudes, behaviors and responses to challenges in contexts related to intellectual activities. The purpose of this research is to understand the experiences of secondary school teachers regarding implicit theories of intelligence intelligence that are believed to play a role in individuals' personality and academic live. In this respect, the research aims to explain how teachers approach the concepts of fixed mindset and growth mindset, and to explore how their thinking styles are reflected in their cognitive structures, academic qualifications and practices while performing their teaching activities. Phenomenological research design was used in the study. The study group consisted of 25 teachers from seven different branches who were working in the Ordu city center and district state secondary schools during the 2021-2022 academic year. The research data obtained with the semi-structured interview form were analyzed in five basic stages using the content analysis approach. The findings reveal that teachers' implicit beliefs about intelligence may differ depending on their teaching domains and that these beliefs may affect their educational approaches. It also shows that teachers often have experiences in their lessons that serve fixed mindsets, and that the origin of mindsets depends on educational policies (curricula), parents' attitudes towards education and learning, school climate and teachers. The results are discussed in a framework that explains the possible educational outcomes of teacher mindsets. In this context, three main recommendations were made for making adjustments to implicit theories of intelligence in in-service teacher training programs, conducting comprehensive and in-depth research to develop a more concrete understanding of teachers' implicit beliefs about intelligence, and extending this researchs to other stakeholders of education besides teachers, students, parents, and school leaders.

Keywords

• fixed mindset
• growth mindset
• implicit theories of intelligence
• teacher beliefs
• the nature of intelligence

Ortaokul Öğretmenlerinin Zihniyetleri: Örtük Teoriler Bağlamında Zekâya Bir Bakış

Abstract

Örtük zekâ teorileri, bireylerin zekanın doğası, yapısı ve gelişimi hakkındaki anlayış veya varsayımlarını yansıtan inanç sistemleridir. Genellikle bilinçdışı olduğu düşünülen bu inançlar, zihinsel faaliyetlerle ilgili bağlamlarda insanların tutumlarını, davranışlarını ve zorluklar karşısında verdikleri tepkileri etkilemektedir. Bu araştırmanın amacı, bireylerin kişiliğinde ve akademik yaşamında rol oynadığı düşünülen örtük zekâ teorilerine ilişkin ortaokul öğretmenlerinin deneyimlerini anlamaktır. Bu bakımdan araştırma, öğretmenlerin sabit zihniyet ve gelişim zihniyeti kavramlarına nasıl yaklaştıklarını açıklamayı ve benimsedikleri düşünce tarzlarının öğretim faaliyetlerini gerçekleştirirken bilişsel yapılarına, akademik niteliklerine ve uygulamalarına nasıl yansıdığını keşfetmeyi amaçlamaktadır. Araştırmada fenomenolojik araştırma deseni kullanılmıştır. Çalışma grubu, 2021-2022 eğitim-öğretim yılında Ordu il merkezi ve ilçe devlet ortaokullarında görev yapan yedi farklı branştan 25 öğretmenden oluşmaktadır. Araştırma verileri yarı yapılandırılmış görüşme formu ile toplanmış ve veriler içerik analizi yaklaşımı ile beş temel aşamada analiz edilmiştir. Bulgular, öğretmenlerin zekâ hakkındaki örtük inançlarının öğretim alanlarına bağlı olarak farklılaşabileceğini ve bu inançların eğitim yaklaşımlarını etkileyebileceğini ortaya koymaktadır. Ayrıca, öğretmenlerin derslerinde genellikle sabit zihniyetlere hizmet eden deneyimler yaşadıklarını, zihniyetlerin kökeninin eğitim politikalarına (öğretim programlarına), ebeveynlerin eğitim ve öğrenmeye yönelik tutumlarına, okul iklimi ve öğretmenlere bağlı olduğunu göstermektedir. Sonuçlar, öğretmen zihniyetlerinin olası eğitim çıktılarını açıklayan bir çerçevede tartışılmıştır. Bu bağlamda, hizmetiçi öğretmen eğitimi programlarında örtük zekâ teorilerine yönelik düzenlemeler yapılması, öğretmenlerin zekâya ilişkin örtük inançlarının daha somut bir şekilde anlaşılması için kapsamlı ve derinlemesine araştırmalar yürütülmesi ve bu araştırmaların öğretmenlerin yanı sıra eğitimin diğer paydaşları olan öğrenciler, ebeveynler ve okul liderlerini de kapsayacak şekilde genişletilmesi için üç temel öneride bulunulmuştur.

Keywords

• gelişim zihniyeti
• öğretmen inançları
• örtük zekâ teorileri
• sabit zihniyet
• zekânın doğası

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