Are Teachers' Goals Distinct From Their Knowledge and Beliefs? Testing a Theoretical Model

• In Event: Poster Session 6
  In Poster Session: Division K Section 3 Poster Session 1

Abstract

There is broad consensus that cognition is goal-driven. People act in ways that satisfy their goals. A central tenet of goal-driven models is goals are distinct from knowledge and beliefs. That is, it is possible to know about and believe in something without having the goal to act accordingly. Goal-driven models have not been applied to teachers and teaching. We present evidence from a study designed to test the distinction of pedagogical goals from knowledge and belief. Interviews were conducted with preservice STEM teachers to identify such instances. Our results support this model, showing multiple instances for each participant of not holding a goal to act upon their pedagogical knowledge and beliefs. We present implications for teacher educators and researchers.

Authors

• Todd L Hutner, The University of Texas - Austin

• Arthur B Markman, The University of Texas - Austin