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From Pre-Service to Practicing Teacher Considering the Stability of Personal and Classroom Goals
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- Author(s) / Creator(s)
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Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n = 47) into practice and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance, and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data was analyzed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice.
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- Date created
- 2015-01-01
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- Type of Item
- Article (Draft / Submitted)