Mindset in Professional Development: Exploring Evidence of Different Mindsets

This exploratory case study investigated the role of mindset (i.e., fixed mindset vs. growth mindset) as elementary teachers participated in a professional development focusing on mathematics. Data were collected on two participants with opposing mindsets. Attention was given to their interactions in collaborative group settings as well as their views regarding working with successful and struggling mathematics students. Results indicated that although the two participants engaged in the same professional development activities, their engagement led to different interactions within those activities. [For the complete proceedings, see ED583989.]