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

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 te...

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Bibliographic Details
Published in:Teaching and teacher education 1999, Vol.15 (6), p.613-629
Main Authors: Rich, Yisrael, Almozlino, Malka
Format: Article
Language:English
Subjects:
Educational Objectives
Females
Foreign Countries
Humanities Instruction
Intellectual Disciplines
Intermediate Grades
Israel
Junior High Schools
Science Instruction
Subject matter
Teacher Attitudes
Teacher experience
Teacher goals
Teaching Experience
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Summary: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.
ISSN:0742-051X
1879-2480
DOI:10.1016/S0742-051X(99)00010-4