“In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome,” (Dweck, 2012).
One of the criteria to meet the standards for full registration is to have knowledge and understanding of the importance of research and engagement in professional enquiry. As a probationer teacher, my group and I decided that the topic of our professional enquiry would be developing growth mindset in pupils. As quoted above, many people believe that failure or making mistakes is terrible and reflects badly on the person. However, for our research my group wanted to attempt to highlight to our pupils (both primary and secondary) that making mistakes is not a bad thing and is something that can be learned from. As well as developing the learning experience that can occur from making mistakes, I decided that I wanted to help my secondary pupils gain confidence to contribute in their classroom, even if they were unsure of the answer. Conducting a professional enquiry, I felt would aid my teaching career as it would enhance my understanding of educational practices and provide me the opportunity to implement my own area of research from beginning to end.
The aim of the enquiry was to see the impact, if any, welcoming mistakes in the classroom would have on the pupils in the classroom. From welcoming mistakes, I hoped that pupils would understand that they can learn from mistakes and gain confidence to be involved in the classroom.