However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side ofĭeliberate practice is important in many areas of learning, including that of learning to program computers. The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field. A further aim of the study is to expand the method-ological repertoire in language education researchers. This study offers a new perspective by focusing on teachers' beliefs about their own teaching competences. Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers – most of it focusing on the mindsets of learners – and the research that does investigate teachers tends to focus on beliefs about learning or intelligence. This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology.
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