Teachers' attitudes toward educational goals as reflected in classroom behavior

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Abstract

Studied some possible effects of the emerging trend to prefer progressive over traditional goals of education. Data were obtained from 261 3rd-6th grade teachers in Israel who had completed a questionnaire about educational goals and the Rokeach Dogmatism Scale and from classroom observations of 48 of the teachers. Variables studied included attitudes toward educational goals, expectations of achieving educational goals, perceived knowledge about strategies and means intended to achieve goals, personality traits and teaching behaviors. Findings show more congruity among variables in traditional than in the progressive domain. A phenomenon of “pseudoprogressivism” was reflected in the interaction between attitudes, personality traits, and teaching behaviors. Implications for teacher education are discussed. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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