HOW DID A GROWTH MINDSET-DRIVEN LESSON STUDY AFFECT STUDENT ACADEMIC ACHIEVEMENT AND TEACHERS' MINDSETS?

The article addresses a critical issue in the educational process: students' tendency to rely solely on innate abilities and its negative impact on learning outcomes. The purpose of the study is to examine the impact of a growth mindset-driven Lesson Study approach on student academic achievement and teachers' professional mindsets. A mixed-methods design was employed in the article, integrating questionnaires, semi-structured interviews, and lesson observation protocols. The study involved 7 teachers in the intervention group and 31 teachers in the comparative group. The results indicated that targeted, effort-oriented feedback enhances students' intrinsic motivation, encourages them to view mistakes as development opportunities, and improves academic performance. Furthermore, the Lesson Study cycles transformed teachers' mindsets, significantly increasing their belief in their own capabilities, empathy, and emotional sensitivity. A psychologically safe and supportive learning environment was successfully established in the classrooms. In conclusion, a growth mindset, when combined with collaborative reflection, not only boosts student learning motivation but serves as a powerful tool to fundamentally reshape teacher professional identity and classroom culture.