Browsing by Author "Kaljunen, Tuomo"

This study uses Carol Dweck’s (2000, 2006) theory of mindsets and Barry Zimmerman’s (2000) theory of self-regulated learning as theoretical frameworks. The aim of this study is to find connections between these theories focusing on “I can learn!” -teaching period that implements growth mindset pedagogy. According to previous studies self-regulated learning is complicated and slowly evolving phenomenon, but very important in learning. The growth mindset, for the “I can learn!” teaching period, can also be seen as important in learning. “I can learn!” -teaching period for third grade was the focus of this study. The data consisted of videos that summarised the six classes in “I can learn!” -teaching period and their transcriptions. The data was collected as a part of Kirsi Tirri’s Copernicus research. The data was analysed as deductive content analysis using computer program, ATLAS.ti. The focus of the analysis was how growth mindset pedagogy and self-regulated learning were implemented in different moments during the teaching period. The second aspect of the analysis was the occurrence of the theories throughout the period. According to the results of this study, growth mindset pedagogy and self-regulated learning are implemented mainly based on the content during “I can learn!” -teaching period. The results also indicate a connection between the two theories, although only learning strategy related aspects of the theories were strongly implemented in teaching moments. However, because of the limited results, they can only be considered as indicative, which raises the need for further research on the topic. However, teaching based on the "I can learn!" videos can be seen as a useful tool for familiarizing oneself with using growth mindset pedagogy in teaching and for improving the self-regulation of students’ learning. Also, based on the results, the videos of the teaching period could be used, for example, in the training of teacher students or as tools for teachers.