Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in China

被引：0
作者：
Jiying Han
Hongbiao Yin
Wenlan Wang
机构：
[1] Shandong University,School of Foreign Languages and Literature
[2] Chinese University of Hong Kong,Department of Curriculum and Instruction, Faculty of Education
[3] South China Normal University,Department of Curriculum and Instruction, School of Educational Science
来源：
Asia Pacific Education Review | 2015年 / 16卷
关键词：
Teacher motivation; Achievement goal orientations; Approaches to teaching; Higher education; China;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers’ goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher levels of relational and mastery goals for teaching and greater student-focused approach to teaching. Male teachers reported lower levels of ability-approach and mastery goals than female teachers, and teachers with no more than 5 years of teaching experience scored higher on both ability-approach and ability-avoidance goals than those with more than 15 years of teaching experience. The study also revealed that teachers’ ability goals significantly predicted a teacher-focused approach to teaching, and mastery goals predicted a student-focused approach to teaching.
引用
收藏
页码：537 / 547
页数：10
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