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<p>This research explores how Finnish pre-service teachers’ beliefs about malleability (mindsets), inform their pedagogical strategies in culturally responsive teaching. The study is part of a larger mixed-methods project which includes survey data and follow up interviews with a smaller group of participants, utilizing vignettes. Qualitative results based on interviews reveal that pre-service teachers primarily focus on supporting the development of students’ academic competence. However, notable gaps were found in how they addressed other issues relating to equity and social justice. Results also shed light on the nuanced nature of mindsets, and possible links between growth mindset and a willingness to engage in culturally responsive practices, specifically engaging critically with structural and socio-political issues. Findings highlight the potential of mindset theory for incorporation into teacher education to educate teachers for social justice and diverse contexts. By examining how mindsets influence orientations toward culturally responsive pedagogy, this research sheds light on the psychological mechanisms that shape educators’ readiness to engage with culturally diverse contexts.</p>

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The role of mindsets in culturally responsive teaching: Pedagogical strategies among Finnish preservice teachers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月5日

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  • Meri Häärä,
  • Inkeri Rissanen,
  • Elina Kuusisto,
  • Mervi Kaukko

摘要

This research explores how Finnish pre-service teachers’ beliefs about malleability (mindsets), inform their pedagogical strategies in culturally responsive teaching. The study is part of a larger mixed-methods project which includes survey data and follow up interviews with a smaller group of participants, utilizing vignettes. Qualitative results based on interviews reveal that pre-service teachers primarily focus on supporting the development of students’ academic competence. However, notable gaps were found in how they addressed other issues relating to equity and social justice. Results also shed light on the nuanced nature of mindsets, and possible links between growth mindset and a willingness to engage in culturally responsive practices, specifically engaging critically with structural and socio-political issues. Findings highlight the potential of mindset theory for incorporation into teacher education to educate teachers for social justice and diverse contexts. By examining how mindsets influence orientations toward culturally responsive pedagogy, this research sheds light on the psychological mechanisms that shape educators’ readiness to engage with culturally diverse contexts.