Fostering a Growth Mindset and Self-Efficacy in Pre-service Teachers Through PBL

다국어 초록 (Multilingual Abstract)

The present study investigated how a project-based learning (PBL) intervention supported the development of growth mindset and self-efficacy among 20 pre-service teachers in South Korea. Participants selected individual 13-week goals aligned with their personal development aims and pursued them through weekly subgoals. Data were collected through weekly reflective videos, a final presentation, and a post-project questionnaire. Qualitative thematic analysis was conducted to examine how participants described their experiences of challenge, failure, progress, and personal agency throughout the project. Findings indicated that structured goal pursuit and sustained reflection fostered growth-oriented beliefs, including embracing challenges and learning from failure, while self-efficacy developed through accumulated mastery experiences. The findings suggest that PBL may provide a useful context for cultivating psychological dispositions important for contemporary teaching and offer implications for teacher education curriculum design.