Elicitation of teachers’ mind frames: an approach to optimize teaching effectiveness

Educational research highlights how teachers’ characteristics and competencies can significantly impact student outcomes and motivation. International evidence highlights the effectiveness of specific teaching strategies. However, the widespread adoption of these strategies faces several challenges. On the one hand, there is cultural resistance to making classroom behaviours visible through practices such as lesson study and microteaching, as well as to accepting peer feedback. On the other, teachers’ mental frameworks and deeply rooted beliefs often shape their teaching decisions, operating implicitly and hindering the application of evidence-based practices. The present study is based on the administration of a validated scenario-based questionnaire designed to identify teachers’ behaviours in relation to competencies and strategies recognized as effective. The sample comprised more than 850 teachers, either currently employed in the profession or undergoing training. Data analysis revealed that many teachers do not align their practices with scientifically supported teaching strategies. Despite years of experience and university-level training, teachers’ mental frameworks often remain resistant to change and, in some cases, even strengthen over time. Although minor improvements were observed with increased experience, substantial shifts in teaching practice were rare. This finding underscores the urgent need for professional development programs that are not only informative, but also foster reflection, enabling the achievement of tangible outcomes. Such programs should aim to promote knowledge of evidence-based strategies while also addressing and transforming teachers' implicit beliefs. Ultimately, the research emphasizes the importance of integrating both research-backed teaching strategies and a deeper exploration of teachers’ mental frameworks into professional development initiatives.