Learning Management Model to Promote Growth Mindset of Student Teachers

摘要

This research aimed to develop the assessment of efficiency of a learning management model to promote growth mindset of student teachers. The samples consisted of 134 freshman student teachers at a university in Thailand. It is a quasi-experimental research. T-test for dependent sample was used for data analysis. The results revealed that the learning management model to promote growth mindset of student teachers was based on personalized learning, self-directed learning, internal coaching, authentic assessment, and reflection. There were 5 components of learning management, i.e., students as learning owners, activity design, creative learning, creative learning activity management, assessment for learning development, and creative feedbacks. Besides, growth mindset of student teachers in post-learning management was significantly higher than in pre-learning management ( p < 0.01).