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Teachers’ implicit theories of professional abilities in the domain of school improvement
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Publication date
2021-03-10
Authors
Rechsteiner, Beat
Compagnoni, Miriam
Wullschleger, Andrea
Maag Merki, Katharina
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Frontiers
Abstract
Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements, especially when domain-specific implicit theories are assessed. It is reasonable to assume that this relationship also exists on the teacher level. What role do teachers’ implicit theories of professional abilities play for school improvement. In a sample of Swiss primary school teachers at schools, we analyzed how teachers’ malleable (vs. fixed) implicit theories of professional abilities are related to collective metacognitive and emotional-motivational regulation activities and to the perception that the school is on the right track to improvement.
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Citation
RECHSTEINER, Beat, Miriam COMPAGNONI, Andrea WULLSCHLEGER und Katharina MAAG MERKI, 2021. Teachers’ implicit theories of professional abilities in the domain of school improvement. Frontiers in Education. 10 März 2021. Bd. 6, S. 1–14. DOI 10.3389/feduc.2021.635473. Verfügbar unter: https://irf.fhnw.ch/handle/11654/34549.1