The school of hard knocks: Pre-service teachers’ mindset and motivational changes during their practicum
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The mindset and motivation that teachers demonstrate are likely to influence their students’ mindset and motivation. While mindset and motivation of in-service teachers have been investigated thoroughly, the same cannot be said of pre-service teachers. Pre-service teachers’ mindset and motivation are likely developed during in-class experiences or practicum, the latter seen as the defining experience of pre-service teachers’ preparation. Understanding the changes that pre-service teachers undergo during their practicum experiences in terms of theories of intelligence, teaching efficacy, resilience, and grit is therefore crucial. This study used these constructs as examples of mindsets, self-beliefs, capacities, and personality traits. A cross-sectional design compared American and Canadian pre-practicum versus post-practicum pre-service teachers’ growth mindset and motivation and illustrated that similar effects occur across national contexts through a primarily quantitative questionnaire with open-ended questions. Triangulated statistical and thematic analyses illustrated that post-practicum students were less idealistic about the incremental nature of intelligence and reported higher resilience and a more pragmatic approach to teaching than their pre-practicum peers. The study’s findings extended other studies’ findings illustrating that changes occur specifically in teacher mindset as well as their strategies. Teacher education programs informed by these specific changes can capitalize on the pragmatic shift of teachers’ strategy selection while also coaching them to retain an incremental view of intelligence for their students’ benefit.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it