Abstract
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 language | English |
|---|---|
| Pages (from-to) | 613-629 |
| Number of pages | 17 |
| Journal | Teaching and Teacher Education |
| Volume | 15 |
| Issue number | 6 |
| DOIs | |
| State | Published - Aug 1999 |
Keywords
- Subject matter
- Teacher experience
- Teacher goals