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The Preservice Elementary Teachers' Achievement Goal Orientations for Science Teaching and Their Science Teaching Efficacy Belief

초등학교 예비교사의 과학 교수 목표 지향성과 교수 효능감

  • Received : 2011.08.25
  • Accepted : 2011.10.06
  • Published : 2011.11.30

Abstract

The preservice elementary teachers' achievement goal orientations(mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers(91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preservice teachers' achievement goal orientations were related to their science teaching efficacy beliefs(personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were discussed.

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Acknowledgement

Supported by : 광주교육대학교

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