| The purpose of this study was to investigate the transformation of teacher beliefs regarding intelligence theory in an effort to understand how one's views of intelligence impact his/her teaching practice. The study focused on teachers participating in a book study of Carol Dweck's book Mindset: The New Psychology of Success: How We Can Learn to Fulfill Our Potential . The following question guided the research: How do teachers change their mindset about student intelligence on a continuum from fixed to growth?.;This qualitative study used phenomenology to investigate the lived experience of teachers who participated in a book study of Carol Dweck's book. Data collected in one-on-one interviews and archival data were used to understand how teachers changed from a fixed to growth mindset as a result of the book study.;The results indicated the transformation in teacher mindset took place in three phases: Contemplation, Preparation and Action. These phases correspond with three of the stages of the Transtheoretical Model of Behavioral Change (Prochaska & Diclemente, 1983). Recommendations are made regarding leadership, reflection, book study, supporting change, and expanding the impact. Continued research is needed regarding the perspectives of teachers from other sites as well as the impact of teacher mindset on student achievement. |
