Fostering Teachers’ Growth Mindset to Face Education Challenges Using a Cultural Language Learning Approach (CLLA)

Hermayawati Hermayawati, Fitri Zakiyah

Abstract


Growth mindset practice by teachers’ is essential for facing the disruption of education that has been caused by technological advances. This study used multiple case studies to investigate the level of teachers’ growth mindset, teachers’ readiness to face education challenges, and how to foster teachers’ growth mindset using a cultural language learning approach. It involved 26 teachers from elementary to higher levels who completed a questionnaire comprising closed-ended questions, and participated in in-depth interviews and a peer debriefing – the latter to determine trustworthiness. The data were compiled and analyzed descriptively using defined criteria. The research procedure followed these steps: (1) Gathering raw data on three research variables; (2) Reviewing data; (3) Analyzing data; (4) Ensuring trustworthiness through peer debriefing; and (5) Research judgment. This study fills a gap in the literature concerning the concept of teachers’ growth mindset and fostering teachers’ growth mindset by using a cultural language learning approach as an alternative to their educational practices. This study reports the following findings. First, most of the participants confessed that they did not fully practice the seven growth mindset principles, namely, never stop growing, experiment and innovate, ask questions, be flexible, learn new technology, truly listen and reflect constantly. Second, they were not yet prepared to face education challenges. Third, they admitted to not yet having embedded local cultures as their teaching discourses. The findings are expected to provide an alternative reference and guide for policymaking for teachers and practitioners affected by theses issues.

https://doi.org/10.26803/ijlter.23.3.25


Keywords


TGM; CLLA; raw data; Peers-debriefing; trustworthiness

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References


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