Evaluación del conocimiento sobre la mentalidad de crecimiento en el aula del profesorado de Educación Infantil, Primaria y Secundaria

Abstract

The concept of Growth Mindset resembles a prism with different faces: expectations, communication style, emotional management, etc. In this study, teachers’ knowledge of the stages of infant, Primary and Secondary education on this concept and its applied ramifications on the academic field are evaluated through a survey provided electronically. It is observed that the majority of teachers, although they do not know the theoretical concept of Growth Mindset, they do have knowledge about the importance of teaching strategies such as feedback, highlighting their relevance and applying them correctly. Likewise, a great majority are aware that the expectations that teachers have on their students have an important weight on their academic performance, as well as the assessment that the student makes of their own abilities. However, it seems that a large part of the educational community still needs to expand their training in neuroeducation to understand the influence that emotions have on thinking and, therefore, on learning, just as the type of verbal and non-verbal communication that is used in the classroom.

Keywords

• feedback
• neuroeducation
• growth mindset
• positive language
• brain plasticity