Research mindset and practices in classroom assessment among secondary school EFL teachers: Characteristics, relationships, and strategies to strengthen their connection
Abstract
This study explores the characteristics and relationship between research mindsets and classroom assessment (CA) practices among secondary school EFL teachers, along with strategies to strengthen their connection. Using data from 380 teachers, quantitative and qualitative analyses revealed that individual and contextual factors (e.g., teaching experience and location) shaped research mindsets and practices differently, with significant interaction effects. Both cognitive and action-oriented mindsets positively predict CA practices. A strategy inventory with four key strategies was identified. Findings highlight the importance of fostering research mindsets in language teacher education, supporting rural educators, and promoting collaboration among novice teachers.
Link to publication in Science Direct
