Do career goals promote continuous learning among practicing teachers?

Do career goals promote continuous learning among practicing teachers?

• Ng, Chi Hung Griffith University. Griffith Institute for Educational Research

Teachers and Teaching: Theory and Practice, 16(4), 397-422, 2010

Routledge

2010

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGB Professional Continuing Education
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Student Teachers Student Teaching Goal (Psychology) Career Development Learning Strategies Goals Motivation Teacher Learning

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education
• Adult Education

Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning goals orient teachers to learn for improving professional competence by acquiring professional knowledge and understanding, and extrinsic career goals focus teachers on learning for tangible benefits such as career promotion and higher professional qualification. Results derived from regression analyses confirmed that professional learning goals were the most significant goals in predicting adaptive use of learning strategies, regulatory strategies, and positive attitudes towards learning. Extrinsic career goals predicted the use of surface strategies. This study also found that self-efficacy mediated the effects of different goals on learning. Cluster analyses provided additional findings confirming the importance of professional learning goals in teachers' goal profiles.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540601003754806]

• English

Journal Articles

• 13540602

• 10.1080/13540601003754806

https://bibliography.lib.eduhk.hk/en/bibs/0a46841b

2010-12-24