DOI QR코드

DOI QR Code

The Relationships between the Preservice Elementary Teachers' Goal Orientations for Science Teaching and Their Images of Science Class

초등학교 예비교사의 교수목표 지향성과 과학 수업 이미지 사이의 관계

  • Received : 2018.10.12
  • Accepted : 2018.10.25
  • Published : 2018.11.30

Abstract

The preservice elementary teachers' goal orientations for science teaching (mastery/ability-approach/ ability-avoidance/work-avoidance goal) were measured. We also examined how the goal orientations were related to their images of science class (preferred/avoided). The results showed that the student teachers (75 males and 82 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. For avoided class, they tended to show teacher-centered components (eg., teacher: lecturing, students: watching and listening, environment: chalkboard), while rarely to show such teacher-centered components for preferred class. Regarding the relationships between the goal orientations and the images of science class, the significantly positive relationship was found between the ability-approach goal orientation and teacher-centered image of avoided class. However, the teacher-centered image for preferred class was positively related to the ability-avoidance goal orientation. The educational implications and future directions were discussed.

Keywords

CDRHBB_2018_v37n4_430_f0001.png 이미지

Fig. 2. Examples of the images of science class avoided by preservice teachers.

CDRHBB_2018_v37n4_430_f0002.png 이미지

Fig. 3. Examples of the pictorial and written descriptions on science class.

CDRHBB_2018_v37n4_430_f0003.png 이미지

Fig. 1. Examples of the images of science class preferred by preservice teachers.

Table 1. Intercorrelations among the subscales of goal orientations for science teaching

CDRHBB_2018_v37n4_430_t0001.png 이미지

Table 2. Frequencies of each teacher-centered component shown in the pictorial and/or written descriptions on science class preferred or avoided by preservice teachers

CDRHBB_2018_v37n4_430_t0002.png 이미지

Table 3. Correlations between the subscales of goal orientations for teaching and those of teacher-centered class images

CDRHBB_2018_v37n4_430_t0003.png 이미지

References

  1. 김미점, 조한익(2017). 초등학교 교사의 성취목표지향성, 교사정서, 수업참여 및 수업의 질의 구조적 관계. 교육심리연구, 31(1), 163-193.
  2. 노태희, 김경순, 박현주, 전경문(2006). 동기적 학습 환경, 성취 목적, 학습 전략이 과학 성취도에 미치는 영향. 한국과학교육학회지, 26(2), 232-238.
  3. 유지연, 강훈식, 노태희(2010). 초등 예비교사들의 과학 교수에 대한 자기 이미지와 이미지 형성에 영향을 미치는 요인. 한국과학교육학회지, 30(1), 94-106. https://doi.org/10.14697/jkase.2010.30.1.094
  4. 윤미정, 최선영, 여상인(2011). 과학 수업 장면 그리기를 통한 교사와 학생의 수업 이미지 분석. 과학교육논총, 24(1), 21-35.
  5. 전경문(2011). 초등학교 예비교사의 과학 교수 목표 지향성과 교수 효능감. 초등과학교육, 30(4), 504-513.
  6. 전경문, 박현주, 노태희(2005). 군집 분석을 이용한 학생들의 성취 목적 양식 조사. 한국과학교육학회지, 25(3), 321-326.
  7. Ames, C. & Archers, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. https://doi.org/10.1037//0022-0663.80.3.260
  8. Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252. https://doi.org/10.1037/0022-0663.99.2.241
  9. Butler, R. & Shibaz, L. (2008). Achievement goals for teaching as predictors of students' perceptions of instructional practices and students' help seeking and cheating. Learning and Instruction, 18(5), 453-467. https://doi.org/10.1016/j.learninstruc.2008.06.004
  10. Dowson, M. & McInerney, D. M. (2001). Psychological parameters of students' social and work- avoidance goals: A qualitative investigation. Journal of Educational Psychology, 93(1), 35-42. https://doi.org/10.1037//0022-0663.93.1.35
  11. Finson, K. D., Pedersen, J. & Thomas, J. (2006). Comparing science teaching styles to students' perceptions of scientists. School Science and Mathematics, 106(1), 8-15. https://doi.org/10.1111/j.1949-8594.2006.tb18066.x
  12. Greene, B. A. & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181-192. https://doi.org/10.1006/ceps.1996.0015
  13. Hong, E., Hartzell, S. A. & Greene M. T. (2009). Fostering creativity in the classroom: Effects of teachers' epistemological beliefs, motivation, and goal orientation. Third Quarter, 43(3), 192-208.
  14. Maehr, M. L. & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In Wentzel, K. R. & Wigfield, A.(eds) Handbook of Motivation at School (pp 77-104). NY: Routledge.
  15. Mansour, N. (2013). Consistencies and inconsistencies between science teachers' beliefs and practices. International Journal of Science Education, 35(7), 1230-1275. https://doi.org/10.1080/09500693.2012.743196
  16. Maxon, M. & Sindelar R. (1998). Images revisited: Examining preservice teachers' ideas about teaching. Teacher Education Quarterly, 25(2), 5-26.
  17. Meece, J. L., Anderman, E. M. & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-504. https://doi.org/10.1146/annurev.psych.56.091103.070258
  18. Middleton, M. J. & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718. https://doi.org/10.1037/0022-0663.89.4.710
  19. Nitsche, S., Dickhauser, O., Fasching, M. S. & Dresel, M. (2011). Rethinking teachers' goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586. https://doi.org/10.1016/j.learninstruc.2010.12.001
  20. Papaioannou, A. & Christodoulidis, T. (2007). A measure of teachers' achievement goals. Educational Psychology, 27(3), 349-361. https://doi.org/10.1080/01443410601104148
  21. Retelsdorf, J., Butler, R., Streblow, L. & Schiefele, U. (2010). Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20(1), 30-46. https://doi.org/10.1016/j.learninstruc.2009.01.001
  22. Senko, C., Durik, A. M. & Harackiewicz, J. M. (2008). Historical perspectives and new directions in achievement goal theory. In Shah, J. Y. & Gardner, W. L. (eds) Handbook of motivation science (pp 100-113). New York: The Guilford Press.
  23. Thomas, J. A., Pedersen, J. E. & Finson, K. (2001). Validating the draw a science teacher test checklist (DASTT-C): Exploring mental models and teacher beliefs. Journal of Science Teacher Education, 12(3), 295-310. https://doi.org/10.1023/A:1014216328867