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

Yisrael Rich, Malka Almozlino

    Research output: Contribution to journalArticlepeer-review

    22 Scopus citations


    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.

    Original languageEnglish
    Pages (from-to)613-629
    Number of pages17
    JournalTeaching and Teacher Education
    Issue number6
    StatePublished - Aug 1999


    • Subject matter
    • Teacher experience
    • Teacher goals


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