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Educational goal preferences among novice and veteran teachers of sciences and humanities
ARTICLE

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TATE Volume 15, Number 6 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Does teaching experience differentially shape the thinking of teachers of different academic disciplines regarding schooling issues incidentally related to subject matter instruction? This question was addressed by examining the broad schooling goals established for students by novice and veteran teachers of “humanistic” and “scientific” subjects. Participants were 44 Israeli female teachers of grades 7–9. Frequency and intensity of goal preferences were assessed in a semi-structured interview. Results demonstrated that: (1)novices and veterans expressed different goal preferences, as did humanities versus science teachers; (2)experienced humanities teachers preferred academic goals less than other teachers; and (3)the overall order of goal preference was academic>social>personal. The significance of the interaction between teacher experience and discipline taught is discussed.

Citation

Rich, Y. & Almozlino, M. Educational goal preferences among novice and veteran teachers of sciences and humanities. Teaching and Teacher Education: An International Journal of Research and Studies, 15(6), 613-629. Elsevier Ltd. Retrieved December 5, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(99)00010-4

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