CONCEPTIONS OF TEACHING AND LEARNING AND GOAL ORIENTATION OF PROSPECTIVE TEACHERS

The present research focuses on the relationship between conceptions of teaching and learning and goal orientation of
prospective teachers. The present study was conducted in Mumbai, India and the data was collected from the studentteachers
pursuing B.Ed. from University of Mumbai. The purpose of this study was to determine number of prospective
teachers in teacher education institutions having constructivist conceptions of teaching and learning and whether goal
orientation and gender would influence their conceptions. The data collection method was done using quantitative
approach’s descriptive research using ready-made research tool. There were two research tools used namely, teaching
and learning conceptions questionnaire (TLCQ) by Chan & Elliott (2004) and achievement goal questionnaire revised
(AGQ-R) by Elliot and Murayama (2008). TLCQ had two dimensions i.e. traditional conceptions and constructivist
conceptions. AGQ-R had four dimensions i.e. mastery approach, mastery avoidance, performance approach and
performance avoidance. The TLCQ and AGQ-R tools were administered on three hundred and twenty seven prospective
teachers selected by applying probability sampling technique. The Pearson correlation coefficient technique was applied
for inferential analysis. Findings revealed a significant relationship among goal orientation (performance approach &
mastery approach and performance avoidance & mastery avoidance) and conceptions of teaching and learning
(traditionalist and constructivist). The result indicated a clear relationship between female prospective teachers’
conceptions of teaching and learning and goal orientation whereas there was no significant relationship of male
prospective teachers’ conceptions of teaching and learning and goal orientation. Thus, those female prospective
teachers showed higher inclination towards constructivist conceptions of teaching and learning had a positive influence
of goal orientation as compared to male prospective teachers. From the preceding, it is clear that the prospective
teachers would need to be aware of their goals as it has a significant relationship with the conceptions of teaching and
learning, especially the male prospective teachers must be clear with their goals. Implications of these results for the
improvement of conceptions of teaching and learning of prospective teachers and for further research have been drawn