7494096
doi
10.5281/zenodo.7494096
oai:zenodo.org:7494096
CONCEPTIONS OF TEACHING AND LEARNING AND GOAL ORIENTATION OF PROSPECTIVE TEACHERS
Dr. Viraj Pandagle
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Creative Commons Attribution 4.0 International
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Constructivist Conceptions, Traditionalist Conceptions, Quantitative Data Analysis, Pearson Correlation Coefficient, Conceptions of Teaching And Learning, Goal Orientation, Prospective Teachers.
<p>The present research focuses on the relationship between conceptions of teaching and learning and goal orientation of<br>
prospective teachers. The present study was conducted in Mumbai, India and the data was collected from the studentteachers<br>
pursuing B.Ed. from University of Mumbai. The purpose of this study was to determine number of prospective<br>
teachers in teacher education institutions having constructivist conceptions of teaching and learning and whether goal<br>
orientation and gender would influence their conceptions. The data collection method was done using quantitative<br>
approach’s descriptive research using ready-made research tool. There were two research tools used namely, teaching<br>
and learning conceptions questionnaire (TLCQ) by Chan & Elliott (2004) and achievement goal questionnaire revised<br>
(AGQ-R) by Elliot and Murayama (2008). TLCQ had two dimensions i.e. traditional conceptions and constructivist<br>
conceptions. AGQ-R had four dimensions i.e. mastery approach, mastery avoidance, performance approach and<br>
performance avoidance. The TLCQ and AGQ-R tools were administered on three hundred and twenty seven prospective<br>
teachers selected by applying probability sampling technique. The Pearson correlation coefficient technique was applied<br>
for inferential analysis. Findings revealed a significant relationship among goal orientation (performance approach &<br>
mastery approach and performance avoidance & mastery avoidance) and conceptions of teaching and learning<br>
(traditionalist and constructivist). The result indicated a clear relationship between female prospective teachers’<br>
conceptions of teaching and learning and goal orientation whereas there was no significant relationship of male<br>
prospective teachers’ conceptions of teaching and learning and goal orientation. Thus, those female prospective<br>
teachers showed higher inclination towards constructivist conceptions of teaching and learning had a positive influence<br>
of goal orientation as compared to male prospective teachers. From the preceding, it is clear that the prospective<br>
teachers would need to be aware of their goals as it has a significant relationship with the conceptions of teaching and<br>
learning, especially the male prospective teachers must be clear with their goals. Implications of these results for the<br>
improvement of conceptions of teaching and learning of prospective teachers and for further research have been drawn</p>
Zenodo
2022-12-28
info:eu-repo/semantics/article
7494095
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https://zenodo.org/records/7494096/files/11.Dr. Viraj Pandagle.pdf
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10.5281/zenodo.7494095
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doi